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January 20, 2025

Business English at Your Fingertips: A Virtual Reality Project to Engage Students in Real Business Scenarios

Our ongoing intercollegiate collaborative project, Business English at Your Fingertips, is an ECQ-funded initiative involving a team of teachers and collaborators from Cégep de Rimouski and Cégep de Thetford.

The project consists of modules designed for business-specific English training through the use of technology and gamification. By combining interactive Moodle activities with immersive virtual reality (VR) experiences, students engage in realistic business scenarios that support the learning outcomes of their Business English course. This innovative project will offer free and ready-to-use resources by December 2025.

Acknowledgements

We would like to thank Éric Cloutier from Cégep de Thetford and Laurianne Roussel from Cégep de Rimouski for their valuable collaboration on this project.

What’s the problem with the Business English course?

The Business English course at our CEGEPs (Cégep de Rimouski and Cégep de Thetford) has faced recurring challenges over the years. After careful reflection, we identified 3 major issues that needed to be addressed:

  • lack of materials available
  • wide range of student proficiency in English
  • lack of opportunities for authentic practice

Lack of materials available

The biggest issue is the lack of materials suited to the CEGEP context. Most textbooks and resources come from British or American publishers and are designed for experienced professionals, not our Quebec-based students. As a result, students don’t recognize themselves and often struggle to connect with the content, which reflects international business rather than their local reality. Consequently, teachers end up spending a lot of time adapting or creating new materials to make lessons more relatable.

Adding to the challenge, a new devis for the Techniques d’administration et de gestion (TAG) program will be implemented in 2026. These upcoming changes highlight the need for materials that align with the new program objectives and competencies.

Wide range of proficiency in English

Another challenge is the wide range of student proficiency levels in the same Business English class. At Cégep de Rimouski, for example, students from various profiles (marketing, accounting, etc.) are grouped together, regardless of their English level. This leads to classes with students ranging from beginners to advanced speakers, including international students, who often have different needs from the others.

This creates frustration as weaker students struggle to keep up, while advanced students find the material too basic. With such a wide range of proficiency in one classroom, it becomes challenging to effectively meet each student’s needs.

Lack of opportunities for authentic practice

A 3rd major challenge for Business English students, especially outside urban centres, is the limited opportunity to practise English in real-world business settings. Unlike larger cities where professional environments are more accessible, it is difficult to organize authentic business simulations or interactions with local enterprises. Logistical constraints make it nearly impossible to ask businesses to participate in simulations, such as negotiating orders or dealing either with a customer or a buyer.

Identifying our needs

In light of these challenges we face with the current Business English course, we’ve identified specific needs that must be addressed in our project to create a more effective learning environment:

  • providing scaffolded materials (to address all the different levels of proficiency)
  • offering an all-in-one solution (resources and materials all in one place)
  • producing easily accessible materials (user-friendly and without accessibility constraints)
  • delivering feedback (to provide students with immediate and individualized feedback)
  • engaging students (materials and activities that motivate all the students, no matter what their level is)
  • establishing authentic opportunities to practice (tools that allow students to practise real-world business scenarios)
The graphic is a conceptual map that organizes and connects ideas about the project Business at Your Fingertips. It is laid out with connected text boxes of various colors, grouped by categories It reads, in French: "Anglais des affaires (cours spécifique) / vise à / communiquer en langue seconde dans un contexte professionnel / se caractérise par / entretenir une conversation d’affaires / interpréter le contenu de documents rédigés en langue seconde / rédiger de courts textes administratifs ou promotionnels en langue seconde / assurer la traduction de courts textes administratifs ou promotionnels vers le français ou vers l’anglais. Anglais des affaires (cours spécifique) / est offert à / étudiants provenant de 3 programmes techniques différents, mais liés au domaine des affaires / étudiants de différents niveaux de compétences en anglais, langue seconde (niveau 100 à 103). Anglais des affaires (cours spécifique) / exige / un enseignement différencié / du matériel approprié aux besoins des étudiants et de nombreuses activités progressives / des stratégies d’enseignement-apprentissage variées / beaucoup d’heures de pratique afin de répondre aux besoins de chacun (niveaux variés) / des situations contextuelles authentiques, réalistes et représentatives du milieu des affaires actuels. Anglais des affaires (cours spécifique) / occasionne / des difficultés / à propos / du matériel pédagogique inadéquat, non-progressif et non-différencié / un manque de scénarios authentiques et variés (efficaces) / de l’emploi de stratégies d’enseignement-apprentissage variées/ se résoud par / la création de scénarios d’apprentissage authentiques à l’aide des technologies immersives.”

A mind map showing the reflective work behind the project Business at Your Fingertips [in French].

Our solution: blending Moodle activities with VR experiences

To meet these needs, we came up with the idea central to our project to offer ready-to-use resources designed for business-specific English using technologies and gamification. While immersive VR experiences would be part of the solution by offering an immersive way for students to practise, we realized they needed more structured support before diving into simulations. That’s where the Moodle modules come in. Together, Moodle activities with VR experiences create a balanced approach to teaching Business English.

Using Moodle

The Moodle activities are the backbone of the project, providing interactive, self-paced tasks that students can do in class or at home. All students can engage in essential grammar, vocabulary, and structure activities, regardless of their level.

Moodle also serves as the perfect platform for our project because it’s easily accessible across the college network. It makes sharing and managing interactive activities simple, allowing teachers to quickly assign quizzes, exercises, and other relevant activities.

Scaffolding with a 3-step process

Our project involves a 3-step process that enables students to activate their prior knowledge and practise specific skills before engaging in the VR experience. These steps aim to boost students’ confidence and competence in Business English and are followed by a debriefing activity to reinforce their learning experience.

Step 1: Activate

We start by assessing students’ prior knowledge and identifying elements that need to be reviewed before the training phase. Using interactive H5P modules accessible on Moodle, students are introduced to key concepts that help them prepare for the next phase.

Step 2: Train

During the training phase, students learn and practise specific business skills, like phone conversations or discussing financial statements. This step involves hands-on exercises and quizzes on the Moodle platform. By the end of this step, students will have developed the skills required to engage confidently in the immersive VR experience.

Step 3: Experience

In the final step, students are ready to experience a day at work with VR technology. They will apply their knowledge in a simulated work scenario using VR headsets, enabling them to practise business interactions as if they were in a professional setting.

If VR headsets are not available, alternative options exist. Students can experience the same 360-degree simulations on other devices, such as tablets or computers. Teachers can also use this technology for distance teaching.

The graphic is a conceptual map that organizes and connects ideas about the 3-step immersive process. It is laid out with connected text boxes of various colors, grouped by categories It reads, in French: “Simulation immersive en 3 étapes / comprend / modules clés en main / thématiques et sous thèmes (table des matières style). 1. Activation (stimulation) / consiste / mise en situation /contexte stimulante et motivante / qui vise / activation des connaissances antérieurs / qui illustre / vocabulaire, phrases types appropriée au domaine / des démarches ou des procédures apprises en français (rappel ou voir les acquis) / cherche à / stimuler l’apprentissage / diagnostiquer les faiblesses des étudiants (test diagnostique ou d’auto-évaluation) / afin de suggérer / activités préparatoires de bases (niveau 100). 2. Acquisition (pratique) / vise à / préparer l’expérience authentique / qui se qualifie de / stimulante / engageante / se caractérise par / une progression des activités d’apprentissage (scaffolded) / qui est illustré par / des mises en situations authentiques / jeux de rôles / ludification / accomplissement des tâches authentiques. 3. Immersion (consolidation-Intégration) / vise à / intégrer et transférer l’apprentissage / qui se définit par /vivre l’expérience d’un contexte et d’une situation authentique / qui se poursuit par / debriefing / pratique réflexive (métacognition)”

A mind map showing the 3-step immersive process [in French].

The appropriation scene

The appropriation scene was created as a separate activity outside of the Moodle modules to help students become familiar with VR technology and its environment. Its purpose is to give them time to practise moving around in the virtual space, learning how to interact with objects, and mastering essential functions like touch points.

This practice ensures that students feel comfortable and efficient in the VR environment before they engage in more complex tasks, helping them focus on learning rather than figuring out how to navigate the technology. You can try the appropriation scene on any device!

Debriefing

After the immersive experience, students participate in structured reflection and feedback sessions to solidify their learning. On a PDF feedback form, they discuss outcomes, address challenges faced during their VR experience, and reflect on their feelings regarding the achievement of communication goals, answering questions such as:

  • How did you feel when you encountered a problem?
  • How did you deal with any inability or difficulties concerning the pronunciation and spelling of words?
  • How did you feel when you achieved your communication goal?

Benefits of using VR simulations

VR combines gamification and technology to create a dynamic, engaging learning environment. It boosts motivation and engagement, tapping into the interests of the students, who are often gamers or tech-savvy.

In addition, cutting-edge technology (VR), transforms the lesson into an interactive and immersive experience that captivates students’ attention.

Another key benefit is promoting metacognition. VR encourages self-awareness and self-regulation in learning, enabling students to reflect on the strategies they used and become more invested in learning.

By simulating real-world business scenarios, VR gives students a realistic context for using Business English in a safe learning space where mistakes are valuable learning opportunities. Some other key benefits of VR include:

  • enhancing retention and understanding
  • offering repeated practice in a controlled setting
  • supporting various learning styles, especially visual and experiential learning
  • building confidence by enabling students to solve problems and innovate without pressure
In a classroom setting, a seated individual wearing a virtual reality headset and headphones, and holding 2 VR controllers, seems to be engaged in a VR experience. Beside him, another person, also seated, wears a headset with a microphone and appears to be providing guidance.

A student experiencing a VR simulation using a VR headset and controllers.

Our project: Business English at Your Fingertips

Phase 1: (Fall 2022 and Winter 2023)

During phase 1, we mostly focused on conceptualizing our project and training the team to understand and work with the technology and tools necessary for the project.

The 1st semester (Fall 2022) was dedicated to learning how to use Moodle, H5P, and Uptale. We ran test cases to ensure we were able to appropriate the material and technology, experimenting with filming and content creation. By the end of the semester, we had become autonomous in using these platforms, ready to create and adapt content as needed.

In the winter of 2023, we developed 2 VR appropriation scenes and 8 VR experiences as part of Module 1 (Placing and Taking Orders). It included writing scripts, filming, programming, and editing the scenarios. These were integrated into Moodle and H5P activities to create interactive learning exercises.

Phase 2: (Fall 2023 and Winter 2024)

During the 2nd phase, the focus shifted to development and in-class experimentation, refining the project based on classroom use and preparing new content for the higher levels.

During the fall of 2023, we worked on creating the 2nd module (Financial Statements). Cégep de Rimouski ran in-class trials of the materials, giving us valuable teacher and student feedback on how the content worked in practice and what adjustments were necessary. This enabled us to fine-tune the content. We also developed the 3rd module (Sales).

In a classroom setting, a seated student wearing a virtual reality headset and headphones, and holding two VR controllers, is engaged in a VR experience. Behind her, the VR scene is projected on the whiteboard.

A student at Cégep de Rimouski testing the material during an in-class trial.

The modules

We currently have 3 modules available for Business English at Your Fingertips:

  • Placing and Taking Orders
  • Financial Statements
  • Sales

At the beginning of each module, we used Synthesia to create an introductory video featuring avatars that either explain what will be covered or provide a professional example of a business conversation.

Introductory video of the module Placing and Taking Orders created using Synthesia

Each immersive module is designed with 3 levels of difficulty that students can progress through, like taking an elevator to the next floor.

All the students start at level 1 and can move up based on their performance. If they successfully complete each stage, they’ll move to the next level. Level 3, the most advanced, is more challenging and offers greater opportunities for improvisation, helping students engage more deeply with the material.

The goal is for all students to reach at least level 2, which corresponds to an intermediate level of English proficiency, typically where Business English students should be.

Even if the full integration is not yet possible since the Moodle components will be available only by June 2025, the following modules can be previewed. Feel free to play around with them on any electronic device!

Phase 3: (Winter 2025 and Fall 2025)

We are happy to confirm the next phase of our project this upcoming year, focusing on the development of new modules, but also testing the material before the full release planned in December 2025.

The continuation of the project will enable us to create additional thematic modules introducing new business scenarios such as:

  • Customer Service
  • Negotiating
  • Trade Fair

In addition, a key part of this next phase will be the creation of an onboarding guide for technicians, technopedagogical advisors, and teachers. This resource will include:

  • The pedagogical framework: clear explanations of the learning philosophy, including how the Moodle activities scaffold students’ knowledge and lead them through the 3 immersive experience levels
  • Classroom organization tips: practical suggestions for structuring classroom activities around the Moodle modules and immersive scenarios
  • A technology guide:  step-by-step videos on how to set up and use the VR equipment and Moodle activities, and specific instructions to help technical staff prepare and support the VR technology in the classroom

Student feedback

Student feedback has been generally positive, with many students expressing satisfaction after participating in the VR experience. Those who have tried it appreciated how the activities effectively prepare them for real-world business situations. They highlighted the practical skills and vocabulary they gained, which are essential for navigating the complexities of the business world.

Feedback from students who tried 1 of the modules at Cégep de Rimouski.

Project limitations and areas for improvement

While the Business English at Your Fingertips project offers innovative solutions for language learning through immersive technologies, several limitations and areas for improvement must be taken into consideration.

Using Uptale

To fully access the VR activities with the VR headsets, the college must have a subscription plan for the Uptale immersive learning platform. However, if the college does not have a subscription, it is still possible to experience the modules as 360-degree simulations on tablets or computers, via a link or QR code.

A community of practice on Uptale

One advantage of Uptale is that several CEGEPs (11 currently) have opted to subscribe to the Uptale platform and decided to share their experiences, creating a community of practice. Thanks to Uptale, we all benefit from a shared space that makes it easier to deposit and retrieve immersive experiences. Over time, these CEGEPs will have access to a variety of experiences specifically designed for the college level. In addition, these immersive experiences are shared with a description, objectives, and an ethical copyright code similar to Creative Commons, such as:

  • Inspiration: Available only to inspire you. Do not deploy! Feedback from you would be appreciated.
  • No changes allowed: You may use the experience on your headset.
  • Modification possible to facilitate the use of the experience: Notify the creator.
  • Reusable and modifiable: You can modify the simulation according to your needs.
  • Additional materials for the simulation

As Eric Cloutier, pedagogical advisor at Cégep de Thetford, often reminds us in our sharing group: Alone, we go faster, but together, we go further!

Voice recognition challenges

Despite Uptale being a valuable tool for practising and improving pronunciation, the voice recognition system might not always accurately capture each student’s pronunciation. This might be frustrating for students.

Continuous improvement

Both Moodle and Uptale require ongoing development and updates to meet the evolving needs of teachers and students. For instance, there can be technological bugs requiring regular updates. Establishing regular feedback loops will help gather insights for necessary enhancements.

Customization and adaptation

Although we aimed to create a project that could work for any Business English course, regardless of language level or student profile, the reality is that every college is different. Each institution has its own unique context and teaching methods. Flexibility is key to making sure the project can be customized to suit the diverse requirements of different colleges, ensuring it stays relevant and is an effective tool for everyone.

Conclusion

Our intercollegiate project Business English at Your Fingertips is planned to be released by December 2025 as an open-source resource. We are excited about the impact these modules will have on enhancing students’ Business English skills through immersive experiences. How do you think you might use these modules in your Business English course? Share your thoughts and experiences in the comments below!

About the authors

Jennifer Caylor

Jennifer Caylor has 30 years of experience in ESL teaching at Cégep de Rimouski. Throughout her extensive career, she has spearheaded various educational initiatives, both within the general education framework and within the language program. Her passion lies in enriching the classroom experience by integrating literature as well as leveraging technology to enhance course design. Her contribution to several innovative projects demonstrates her commitment to advancing educational tools and resources. With her colleague Lyly Lessard, she was awarded le Mérite 2021 Innovante and la médaille pédagogique 2024 du Cégep de Rimouski.

Luiz Lima

Luiz Lima is an ESL teacher with over 2 decades of teaching experience. He holds a Master’s degree in Second Language Education from McGill University. Since 2016, he has been a prominent faculty member at Cégep de Thetford and Université de Sherbrooke, where he inspires students through innovative teaching methods. A passionate advocate for integrating technology in education, Luiz is interested in the potential of virtual reality as a transformative tool for second-language acquisition.

Lyly Lessard

Lyly Lessard taught for over 20 years and is now a techno-pedagogy adviser at Cégep de Rimouski. She taught ESL, languages in the Arts, Literature and Communication program, and philosophy. She holds a Bachelor of Arts degree with a double major in Philosophy and Religious Studies, in addition to a certificate in college and technical teaching, a microprogram diploma in teaching ESL, and a Master’s degree in college teaching with a focus on techno-pedagogy. Her current interests include immersive pedagogy, neurolinguistics, and gamification. With her colleague Jennifer Caylor, she was awarded le Mérite 2021 Innovante and la médaille pédagogique 2024 du Cégep de Rimouski.

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