VR Simulation for Intercultural Conflict Resolution

Virtual reality (VR) technologies have rapidly evolved from desktop-based simulations to widely accessible, commercially available headsets opening up new possibilities for immersive learning. This mixed-methods study explores how VR can function as a pedagogical tool to enhance intercultural sensitivity among students enrolled in Intercultural Communication courses at a large university in the Southwestern United States. Students engaged in lab-based sessions where they witnessed an intercultural conflict between two international roommates, either through a VR headset (n = 43) or a traditional 2D video (n = 50). Participants completed pre- and post-surveys measuring intercultural sensitivity and empathy, followed by semi-structured interviews. Quantitative findings revealed that students in the VR condition reported significantly higher levels of empathic concern, perspective-taking, and character identification, though no significant differences emerged in overall intercultural sensitivity. Qualitative insights showed that VR helped students internalize abstract course concepts by immersing them in emotionally resonant, embodied experiences. Students actively interpreted nonverbal cues, identified face negotiation strategies, and reflected on power dynamics, spatial relations, and cultural difference. This project contributes to critical communication pedagogy by illustrating how immersive technologies, when paired with reflective and dialogic learning design, can deepen student engagement with intercultural theory and practice.