Virtual reality immersion potential in cultural education
Article / Journal
Author(s) / editor(s):
Marina V. Melnichuk
,
Natalia V. Savchenko
,
Petr V. Nikitin
,
Tatiana I. Krasnova
Year: 2025
Language(s): English
Abstract:
In modern higher education, the development of cultural competence is becoming increasingly important as a crucial aspect of comprehensive learning. The growing interconnectivity of the globalized world emphasizes the importance of the individuals who are equipped with the skills to interact and engage effectively in diverse cultural contexts. This study, conducted across three phases, aimed to assess the effects of VR immersion on cultural intelligence, global cultural awareness, openness, and cultural adaptability among students. Study participants and methods. The study involved 204 students from the Financial University under the Government of the Russian Federation, using Oculus 2 headsets and 360° VR videos. Participants were subjected to VR tours of Jerusalem and Tokyo, and their cultural intelligence was evaluated through pre-test and post-test assessments. Descriptive statistics and Pearson correlation analyses were employed to measure changes in cultural intelligence and the relationship between cultural awareness and adaptability. Independent samples t-tests compared VR-immersed participants with a control group who did not experience VR. Results. The findings indicate notable enhancements in mean cultural knowledge scores of two cities following VR immersion. The scores for Jerusalem increased and the t-test result of t=6.98, p<0.001 confirmed this statistically significant improvement. Similarly the Tokyo VR tour showed an increase with a t-test result of t=5.97, p<0.001, indicating a substantial positive effect of VR immersion on students’ cultural understanding. It was found that as students’ cultural intelligence increases, so does global cultural awareness (r = 0,39; p < 0,05). Independent samples t-tests comparing the VR group with the non-VR group unveiled statistically significant differences in mean scores for both questionnaires. For Questionnaire 1, which measured CQ, the VR group scored a mean of 39.9 compared to 37.3 for the non-VR group (t = 3.51, p < 0.001, Cohen's d = 0.49). For Questionnaire 2, assessing global cultural awareness, the VR group scored 40.6, exceeding the non-VR group’s score of 38.9 (t = 2.35, p < 0.02, Cohen's d = 0.33). These findings strongly indicate that VR immersion enriches participants' understanding of cultural aspects and enhances their CQ and global cultural awareness. Conclusion. VR immersion in culturally diverse contexts notably enriches cultural intelligence, global awareness, openness and adaptability. These findings underline VR's potential as a powerful tool in cultural education, facilitating in-depth understanding and engagement across diverse cultural landscapes. The study underscores the value of integrating VR into educational programs to improve students' ability to engage with and understand diverse cultures, thereby promoting a more interconnected and culturally aware world.
https://cyberleninka.ru/article/n/virtual-reality-immersion-potential-in-cultural-education
Post created by: interculture.de e.V.