Korean VR Immersion Brings Tradition to Life
Most university language courses rely on reading, writing and memorising, yet a Korean language module at the University of Notre Dame has taken a very different path. In late November, students entered a virtual reality environment designed to mirror a traditional Korean scholar’s lounge, allowing lessons on classical poetry and historic scholarly traditions to unfold in a vivid, three-dimensional setting. The approach offered learners a chance to observe centuries-old practices as if they were standing inside the past.
The session began with first-, second- and third-year Korean students crafting personal poems in the Pyeong Sijo form, a refined branch of classical Korean Sijo poetry. Course materials described Sijo as a style rooted in music, marked by expressive phrasing and concise elegance. Each poem traditionally features three carefully structured lines, divided further to establish its rhythm. Because the Korean alphabet combines characters into blocks that represent syllables, the structure of Sijo reflects the physical shape and sound of the language itself. Students were reminded that typical Sijo poems contain between forty-four and forty-six syllables, which reinforces the connection between linguistic form and artistic expression.
New learners often remark on the challenges of the Korean writing system, noting that unfamiliar sounds and a new character structure require time to master. Over successive lessons, however, many gain confidence as patterns become clearer.
Alongside poetry, the class studied the world of traditional Korean scholarship. Lessons focused on the seonbi, respected scholars of the Joseon era, and the sarangbang, a private room used for study. The course highlighted how the seonbi devoted their lives to rigorous academic inquiry and moral development, shaping communities through their commitment to Confucian values. Modern Korean society still views the seonbi as symbols of discipline, humility and dedication to social good. The sarangbang, with its white walls, low furniture and intentionally sparse layout, served as a physical expression of this disciplined way of thinking.
The virtual reality environment enabled students to experience a reconstruction of the sarangbang from a first-person viewpoint. They could walk around the space, observe a writing desk, shelves, porcelain jars, traditional hats, storage cases and calligraphy tools. A Korean zither known as a geomungo was also available for interaction. Poems created earlier in the course were embedded throughout the room, appearing when students engaged with specific items. Audio recordings of classmates reciting their work played automatically, turning the virtual space into a gallery of shared creativity.
The project was created through collaboration between the course instructor and a digital projects specialist at the university library. Previous work together led to discussions about how technology could make cultural material more accessible. The specialist saw potential for a virtual reconstruction of the scholar’s lounge, allowing students to experience the emotional atmosphere of the space rather than viewing static images. Several design versions were tested, including outdoor and night-time environments, before the team settled on a layout that emphasised reflection rather than simple entertainment.
The instructor reinforced that the objective was to make classical Korean culture tangible and approachable for learners at all levels. This philosophy extends across the course, where technology often appears in unconventional forms. Students blend traditional painting principles with digital tools and generative AI to create visual artwork that corresponds with their poems. QR codes attached to each piece link to recordings of the students reading their work aloud. In earlier sessions, learners produced personalised dojang, or Korean name seals, which were printed in three dimensions and used to sign their poems.
Many students say these activities encourage curiosity and help them understand how language interacts with culture. Snacks, artefacts and hands-on tasks appear frequently in class, offering additional context. Several learners note that the course feels broader than a standard language module, combining food, art, customs and traditions to create a fuller picture of Korean life. Making kimchi together, for example, gave students an experience they said they would not encounter in other courses.
The instructor believes that while students are capable and motivated, they often miss the sense of community that arises from shared cultural exploration. By offering artistic and immersive experiences, she aims to provide elements that self-study cannot supply. The digital projects specialist supports this idea, arguing that immersive environments allow individuals to discover information at their own pace and form more personal connections to the material.
He adds that the university’s digital scholarship centre encourages anyone with an idea to explore possibilities in the virtual reality ecosystem. Whether the goal is academic enrichment or simple curiosity, the centre remains open to experimentation, encouraging students and staff to step into new spaces and investigate learning from different angles.
