Enhancing Intercultural Competence through Virtual Reality for Elementary Students

This study proposal investigates the effectiveness of immersive virtual reality (iVR) in developing intercultural competence (IC) among elementary school students in Japan and Hawaii. Despite increasing emphasis on IC in global education, many Japanese elementary schools face challenges in implementing effective intercultural education due to geographic isolation and limited resources. Through a mixed-methods quasi-experimental design, this study would compare the impact of 360° video-based iVR technology versus traditional 2D video on students' IC development. Participants (ages 10-12) will engage in an eight-week virtual exchange program, with the experimental group using Samsung Gear VR headsets and the control group using standard 2D video displays. Data collection would include pre and post-tests using Fantini's Assessment of Intercultural Competence (AIC) and Witmer's Presence Questionnaire, supplemented by semi-structured interviews. The study would explore three research questions examining: (1) the comparative impact of iVR versus 2D video on IC development, (2) the relationship between sense of presence and IC, and (3) student perceptions of iVR for IC development. This research aims to contribute to understanding how VR-based experiences can be effectively designed and implemented to enhance intercultural learning for younger learners, particularly in geographically isolated contexts, potentially informing future curriculum development and pedagogical strategies in intercultural education.