Search

Virtual reality (VR), which is based on three fundamental principles, namely immersion, interaction and user involvement, is seen as having great a potential in language learning (Merchant et al. 2014; Chen 2016; Lloyd, Rogerson, and Stead 2018). This paper presents the experience of developing VR sequences in language teaching in the ‹Around the world in 5 days› project. The analysis presented here draws on the sociological perspective of ‹Science and Technology Studies› (STS) to take a critical look at human-machine interaction. Each phase of the project, from the development of lesson planning and VR sequences to user testing and classroom use, was documented and scientifically monitored. The article first gives an overview of approaches to VRLEs in terms of ‹immersion› and ‹presence›, presents the main findings made from theoretical conception to technical implementation.