Intercultural Encounters in Social VR - How Does the Design of a Social Virtual Reality Application Impact the VR Experience and Intercultural Competence?

This cumulative dissertation examines the use and application design of Social Virtual Reality (VR) in the progress of intercultural competence and intercultural learning. It comprises two parts: Basic research and field research. Basic research: This part examines how culturally connoted avatars, virtual objects, and environments in social VR influence users' experiences and intercultural competence. I conducted studies with different VR interventions to evaluate users' perceptions, behavior, and competence development. Key findings show that avatar design significantly influences users' self-perception and interaction style. Using culturally connotated avatars in VR can reduce cultural biases and slightly enhance empathy, but their effectiveness varies across different aspects of intercultural competence. A collection of virtual, culturally connotated objects, called InteractionSuitcase, was developed as part of this dissertation. Virtual objects (InteractionSuitcase) were effectively used as a behavioral measure in studies. Participants' choices of objects representing their own and others' cultures were influenced by their embodied and peer avatars in VR. Virtual environments can simulate real-world cultural settings, offering users an immersive experience of different cultural contexts. Culturally neutral virtual environments are vital in promoting social engagement and cultural discussions, while connotated settings boost personal connections; however, their effectiveness for intercultural learning hinges on thoughtful design to prevent stereotype reinforcement and context-appropriate use. These findings emphasize the need for carefully designed VR experiences to enhance intercultural learning. Field research: This segment focuses on the practical application in teacher education and evaluates the effectiveness of integrating social VR into pedagogical concepts. Using qualitative and quantitative methods, it examines how future teachers use and perceive VR in designing and implementing intercultural learning modules. The results suggest that while VR promotes engagement and intercultural insight, the challenges lie in the different technical skills of students and the need for tailored support. These findings point to the potential of VR in teacher education and provide recommendations for improved implementation and support structures. In summary, the dissertation contributes to understanding the potential of social VR in intercultural education and highlights its benefits and challenges. It offers educators, HCI researchers, and VR designers valuable insights in creating effective VR-based learning environments.