Metaverse biomes with Design Thinking for TESOL and exponential language acquisition

This paper evaluates the efficiency of using metaverse biomes to facilitate Teaching English to Speakers of Other Languages, and raises awareness of their emergence in the English language classroom embracing the new era. Through a case study, it highlights the process in which language-learning experience can enhance accelerated acquisition and low affective filter (Krashen, 1988) in a four-step Design Thinking approach evolving around observation, compassion, creativity and critical thinking. Despite limited existing bibliography in Immersive Design Thinking, through a case study of using the metaverse on contemporary online courses with an Adult Educational Institution, and through class surveys, the paper reveals the benefits of immersion in language teaching. By immersing learners in simulations, machinima creation, A.I. and interactivity built in biomes in Virtual Reality and Virtual Worlds, the teacher goes through steps of human-centric and solutions-based Design Thinking activity. The conclusions are useful for curriculum designers and teaching professionals, interdisciplinarily. Keywords: Metaverse, Design Thinking, Immersion, VR/VWs/A.I., TESOL.