Virtual Reality Modes in Hotel English Instruction: A Mixed-methods Study of Chinese University Students’ Spatial Presence

Abstract

Although Virtual Reality (VR) is widely regarded as an effective tool for enhancing experiential learning, its role in fostering spatial presence in English for Specific Purposes (ESP), particularly in a hotel English course, remains underexplored. This study examines whether Immersive VR (IVR) elicits stronger spatial presence than Desktop VR (DVR) and how these differences are reflected in learners’ experiences of self-location and possible actions. To systematically investigate these relationships, a dual-mode VR hotel English training system was developed, with identical content, tasks, and instructional design across conditions, differing only in interaction modality. An explanatory sequential mixed-methods design was employed (QUANTITATIVE → qualitative = explanation). In the quantitative phase, 144 undergraduate students were assigned to IVR or DVR conditions in a quasi-experimental study. In the qualitative phase, 8 participants were interviewed to further explore their experiences. Quantitative results showed that students in the IVR condition reported significantly higher spatial presence than those in the DVR condition. Qualitative findings indicated that IVR enhanced learners’ sense of self-location and possible actions through greater immersion and interactivity, although some participants reported discomfort and occasional difficulty concentrating. DVR, while less immersive, was perceived as more comfortable and easier to use. By integrating spatial presence theory with ESP pedagogy, this study provides empirical evidence for selecting appropriate VR modalities for hotel English instruction and offers a more explanatory framework to narrow the gap between students’ conversational competence and the communicative demands of the hospitality industry.