From Oral Traditions to Digital Landscapes: Virtual Reality as a Tool for Revitalizing Indigenous Languages

Abstract

This thesis investigates the role of virtual reality (VR) as an innovative tool for Indigenous language revitalization, emphasizing its potential to bridge generational and geographical gaps in language transmission. Centered on the Multimodal Indigenous Knowledge Systems (MIKS) framework, the study explores how VR can provide immersive, culturally rich environments that support language learning and cultural connection. Grounded in the principles of embodied cognition, the research highlights how VR can integrate traditional practices, stories, and landscapes to create engaging, contextually relevant learning experiences. The study examines the perspectives of VR creators, educators, Elders, and youth participants through interviews, focus groups, and workshop data, shedding light on VR's emotional, experiential, and motivational impacts. It also addresses challenges, including technological accessibility, cultural sensitivity, and the need for community-driven development. Findings demonstrate that VR may foster a sense of belonging and cultural pride while supporting language retention and engagement, particularly among Indigenous youth. This research underscores the significance of technology in advancing Indigenous language and cultural revitalization by situating these findings within the broader context of the United Nations Decade of Indigenous Languages and Canada’s Truth and Reconciliation Calls to Action. The results contribute to a growing body of scholarship on digital tools for education, providing actionable recommendations for culturally sensitive VR development and future research in this emerging field