One of the first things a person has to do when signing up for an account on a virtual reality platform is to create their avatar. But what exactly is an avatar, what is its purpose and how does it help language learning in VR? Since Apple, Meta and others started offering avatar profile images, more people know what an avatar is and might even have one. But this fact might also lead to confusion. While avatars can be an alternative term for cartoon profile images, in VR they have a much more profound function.
Key insights
An avatar in VR is a 3D cartoon figure that represents a user and helps them interact with the virtual environment, objects and other users.
Avatars can help language learning by reducing foreign language anxiety.
Avatars help make learning interactive and collaborative, and role-play activities more realistic and fun.
What is an avatar?
An avatar in VR is in most cases a three-dimensional cartoon figure that represents the user in the virtual world. This adds to the feeling of actually being (embodied) in the virtual place.
A user navigates and interacts with the virtual world, objects and other users through their avatar. When a person is wearing a VR headset, they see the virtual world in first-person view – as in the physical world. This means that they do not see their avatar unless they look down onto their body, raise their hands in front of themselves, or look into a virtual mirror. They see other users’ avatars who are in the same virtual space, and are seen by them. On desktop VR or mobile VR apps, users can often see their own and others’ avatars.
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If the person is using a VR headset, they usually control the avatar with the hand-controllers and increasingly also with just their hands, and even gaze. Their body movements, such as turning their head, gesturing with their hands, or jumping up and down, translates to their avatar’s movements. In most VR-headset-based platforms, avatars do not have any legs simply because the user‘s legs are not tracked.
If a person is accessing the virtual world without a VR headset and instead on a computer, they use the keyboard for navigation and interaction; and on a tablet or phone, their fingers.
Usually, people use a human-shaped avatar, but some users will also choose to be represented by an animal, a robot, or any other shape. Some people use different ones for different occasions or purposes. On many platforms, avatars can be customised and dressed differently.
Some platforms also allow using third-party cross-platform, such as Ready Player Me for avatars. One advantage of this is that users can create and use them on multiple platforms.
How does an avatar help with immersive language learning in VR?
First, an avatar helps users exist and enables them to do things in a virtual world. It allows them to move in a virtual space, grab objects and pass them on to other avatars. They can also make changes to the virtual space, for example by rearranging objects. All of these ‘embodied’ experiences help make learning immersive, interactive and experiential. Learning by doing is known to enhance learning and understanding, and retention.
Second, if the VR platform allows for multiple users, several learners, and their teacher, can be in the same space represented by their avatars and do things together. This allows for collaborative learning, project-based learning and role-play activities. They can also go on field trips together – almost like in the physical world.
Third, hiding behind and speaking through an avatar can help reduce many language learner‘s foreign language anxiety. FLA can hinder learners from practising speaking in face-to-face learning situations, which slows their learning progress. Hiding behind an avatar helps these learners participate and speak more, which helps them make more progress and become confident speakers.
Fourth, on VR platforms with customisable avatars, learners can change them to suit the role they will be playing. This makes role-playing a lot more realistic and fun, and reduces cognitive load because they don‘t have to just imagine everything while sitting at home or in a classroom.
Example
In a lesson on different types of sports, learners can dress up their avatars in sports clothes and interact with sports objects, for example, take a basketball into their virtual hand and throw it into the hoop; lift weights in the gym, climb up a wall, or ice-skate together.
Put your knowledge into action!
Language educator
If the platforms you are using allows for avatar customisation, make use of it. Change your avatar’s clothes and looks to suit the lesson theme or to teach vocabulary. Ask your students to dress their avatars for the role they are going to play.
Language learner
Observe yourself. Do you feel less or more nervous when using an avatar compared to speaking face-to-face or on video conferencing platforms?
Change your avatar’s looks and outfit and take pictures. Use these to learn and review vocabulary.
Edtech company
Think about how you could add more avatar customisability on your platform, and how you could make changing them easy during a lesson to assist with role-playing activities.
This blog post has developed into nearly 4000 words on eight pages and is one of the entries in our new book The A–Z of Immersive Language Learning and Teaching in Virtual Reality.

Explore how, why, and when virtual reality and other emerging technologies such as generative AI can support and enhance language learning with The A-Z of Immersive Language Learning and Teaching in Virtual Reality.
This book is essential reading for language educators, curriculum writers, learning experience designers, and EdTech companies seeking to integrate technology with pedagogy and content for best learning outcomes. It will help you gain the knowledge you need to think, plan, and implement immersive learning experiences effectively with VR. By Nergiz Kern and Miranda Novash (2025). More information.