Scholarly literature on virtual reality and experiential learning has underlined the pedagogical benefits of the use of virtual learning environments (VLE) in the classroom context (e.g. Chittaro and Ranon, 2007; Lin & Lan, 2015; Pilgrim, 2016). The use of VLE in the curriculum of language subjects is of particular interest as it allows students to have a more realistic engagement with cultural and social aspects of countries that are often far away or not otherwise accessible.
This paper offers an overview of two distinct virtual reality projects developed at the University of Melbourne and integrated into two Italian subjects. The central theme of the subjects is the historical period from Italian Unification (1861) to WWII and students are exposed to an array of primary sources encompassing visual arts and architecture. Both VR projects were designed to enhance students’ learning experience, engagement and understanding of this critical period. Additionally, the projects are intended to highlight the diversity of VR applications and interactivity that can be achieved.
The first project (Dal Foro Romano al Foro Italico) is a non-immersive 360 virtual tour that can be watched on computer or tablets. It offers a dynamic virtual tour of Rome where students explore, in an immersive way, two areas of the city in order to better understand the connection between Fascist propaganda and architecture. The virtual tour also provides students with interactive links to further deepen their understanding and creates pathways for individual learning.
The second project (La Spedizione dei Mille) is an immersive virtual reality 360 video accessible via Oculus Quest headsets or as an immersive video on tablets and computers. This virtual tour recreates part of the voyage undertaken by the so-called Expedition of the Thousand in Italy in 1860-61 that led to the Italian unification and includes a narration using extracts of diaries compiled by volunteers who participated in the expedition.
This paper offers a description of the two projects both in terms of technical realisation and also in terms of content and curriculum implementation. Data collected from students’ questionnaires will also be presented to show impact and reception.

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Abstract Summary
Scholarly literature on virtual reality and experiential learning has underlined the pedagogical benefits of the use of the former, particularly for language subjects, as it allows students to have a more realistic engagement with cultural aspects of countries that are often far away or not otherwise accessible.
This paper offers an overview of two VR projects, integrated into Italian subjects, and designed to enhance students’ experience and understanding of critical historical periods. The first project (Dal Foro Romano al Foro Italico) is a non-immersive 360 virtual tour that can be watched on computer or tables. The second project (La Spedizione dei Mille) is an immersive VR 360 video, accessible via Oculus Quest headsets or as an immersive video.
The two projects will be presented both in terms of technical realisation and of content and curriculum implementation. Data collected from students’ questionnaires will also be presented to show impact and reception.

Authors:
Elisabetta Ferrari, The University of Melbourne, Australia

About the Presenter(s)
Elisabetta Ferrari is a Lecturer in Italian Studies in the School of Languages and Linguistics at The University of Melbourne. Her research interests are in teaching innovation, CALL, Italian cinema and contemporary Italian detective novel.

Connect on Linkedin
https://www.linkedin.com/in/elisabetta-ferrari-097035289/

Additional website of interest
https://findanexpert.unimelb.edu.au/profile/672-elisabetta-ferrari

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