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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
CHEN Xiyuan
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DOI:10.17265/2159-5836/2026.08.006
School of Foreign Languages, Wuhan University of Technology, Wuhan, China
Developing intercultural attitudes is a central goal of higher education, yet traditional instruction often fails to produce sustained attitudinal change. This study examines students’ intercultural attitudes after VR immersive simulations across six dimensions: Openness, Curiosity, Equality, Respect, Empathy, and Tolerance. Using a corpus-driven mixed-methods design, it analyzes 25 reflective journals from 100 university students who completed three VR-based multicultural banquet simulations. Quantitative lexical analysis via AntConc and qualitative thematic analysis reveal a comprehensive transformation: from ethnocentric judgment to cultural relativism, from passive reception to proactive exploration, and from abstract awareness to emotionally grounded empathy. The findings demonstrate VR’s strong pedagogical potential for sustainable intercultural attitude development in higher education.
virtual reality, intercultural attitude, reflective journals, corpus-driven
Journal of Literature and Art Studies, August 2026, Vol. 16, No. 8, 673-677
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