







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 2, No. 3, 2021 
www.scholink.org/ojs/index.php/elsr 

Original Paper 

VR Technology and International Business Negotiation 

Teaching 
Fanyu Mao1 

1 School of Foreign Languages, Jiangxi University of Finance and Economics, Nanchang, China 

 

Received: May 26, 2021         Accepted: June 17, 2021        Online Published: June 23, 2021 

doi:10.22158/elsr.v2n3p39            URL: http://dx.doi.org/10.22158/elsr.v2n3p39 

 

Abstract 

With the continuous advancement of science and technology, technological products not only bring 

convenience to people’s lives, but also bring great benefits to education. The emergence of VR 

technology is a major milestone in the history of human development. This article starts with the 

theoretical basis of Virtual Reality technology in teaching application, analyzes the characteristics of 

VR technology, summarizes the problems existing in negotiation teaching, and finally discusses the 

advantages of VR technology to the teaching of International Business Negotiation courses. 

Keywords 

virtual reality, International Business Negotiation, teaching 

 

1. Introduction 

With the rapid development of information technology, Virtual Reality (VR) emerged at the historic 

moment, and the application of virtual reality in the field of education has become more and more 

extensive. Virtual reality is an experience that uses computer technology to construct a 

three-dimensional scene and uses specific equipment to make users perceive and support interaction. It 

is a collection of simulation technology and computer graphics, man-machine interface technology, 

multimedia technology, sensor technology, network technology and other technologies (Fu, 2020). VR 

technology has the advantages of multiple perceptions, simulation interaction, absolute safety, 

autonomous openness, etc. It can adjust various perception functions such as vision, hearing, taste, 

smell, touch, etc., and use VR equipment to hold virtual objects and feel clearly the gravity and the grip 

strength. And different experiencers can communicate and interact naturally like in reality (Liu, 2016). 

In the wave of modern economic development, international trade is undoubtedly a powerful driving 

force for economic development. With the further expansion of opening to the outside world, there are 

more and more economic exchanges between domestic and foreign companies, and the role of business 

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negotiations is also growing. Not only is the development of international trade for companies 

dependent on international business Negotiations, the implementation of the strategy of “bringing in” 

and “going out” is also inseparable from international business negotiations. In an environment of 

increasingly fierce market competition, negotiation ability has become a necessary quality for 

entrepreneurs and managers. As an enhanced media for classroom teaching, VR technology provides an 

innovative technical direction and builds a three-dimensional, integrated and intelligent teaching 

environment for the teaching of international business negotiation. 

 

2. Theoretical Basis 

Constructivism is the theoretical basis for virtual reality technology to influence the teaching of 

international business negotiation. Constructivists derive theoretical nutrients from the philosophy of 

Kant, Marx, and Dewey, and Piaget, Vygotsky, Bruner’s psychological cognitive theories have also 

profoundly influenced and developed constructivist theories. The popularization of Internet 

applications and the development of computer multimedia technology have prepared the necessary 

hardware and software conditions for the practice of constructivist learning theory (Yang, 2011). 

Constructivism believes that the learning process mainly refers to the process in which learners build 

their own internal learning through mutual cooperation and active processing of information based on 

the existing knowledge, that is, the social and cultural background. Therefore, “situation”, 

“collaboration”, “conversation” and “meaning construction” are the four major elements in the learning 

environment. “Context”: The context in the learning environment must be conducive to the 

construction of the meaning of the content learned by the students. In a constructivist learning 

environment, instructional design must consider not only the analysis of teaching objectives, but also 

the creation of situations that are conducive to the construction of meaning for students. 

“Collaboration”: Collaboration occurs throughout the learning process. Collaboration plays an 

important role in the collection and analysis of learning materials, the formulation and verification of 

hypotheses, the evaluation of learning results, and the final construction of meaning. “Conversation”: 

Conversation is an indispensable part of the collaboration process. The collaborative learning process is 

also a conversation process, in this process, each learner’s wisdom are shared by the entire learning 

group, so conversation is one of the important means to achieve meaning construction. “Sense 

construction”: This is the ultimate goal of the entire learning process. To help students construct 

meaning in the learning process is to help students achieve a deeper understanding of the nature and 

laws of the things reflected in the current learning content and the internal connections between the 

things and other things. Constructivism emphasizes that the role of the learning environment must be 

conducive to the construction of the meaning of the content learned by students. Only when the 

learning process is combined with the real situation can meaningful knowledge construction take place. 

The immersive learning of virtual real scenes provided by VR provides a strong technical support for 

the theory of constructivist learning environment. 
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3. Characteristics of VR Technology 

VR technology allows viewers to wear helmets or eye masks, and create a new virtual world by 

completely immersing in the rendered specific audio-visual space, allowing viewers to experience the 

fantasy wonders in a three-dimensional and holographic manner, and the viewers can observe in time 

and without restrictions things in three-dimensional space. Burdea and Coiffet (1994) proposed the 

three “I” characteristics of virtual simulation technology, namely Imagination, Interaction and 

Immersion allows learners to experience the “real” world in a virtual environment. With the rapid 

development of artificial intelligence technology, the VR system began to gradually develop in the 

direction of intelligence (Zhao, 2017). VR technology has the three characteristics of immersion, 

interaction, and imagination. Simulating environments that are not available in real experiments, or 

realizing difficult-to-complete teaching functions and training, it has a prominent position and broad 

prospects in the education field. 

(1) Immersion  

Immersion refers to the use of computer-generated three-dimensional images to place people in a 

virtual environment, just like in the real world, breaking through the boundaries of time and space, and 

deepening the understanding of knowledge in a subtle way. It is more intuitive, more three-dimensional 

and more stimulating than the simple flat preaching of education. At the same time, learners devote 

themselves to the feedback of various sensory and motor feelings such as sight, hearing and touch in 

the computer virtual scene to stimulate the correlation response of the nervous system, obtain sensory 

coordination effects, and improve learning efficiency. 

(2) Interactivity  

Learners control professional VR devices to interact and experience naturally with the virtual 

environment in instinctive ways such as gestures, movements, eye tracking, voice recognition, 

expression recognition, and brain waves. In this computer-generated virtual environment, participants 

can interact with sensing devices to simulate human senses of vision, hearing, touch, smell, etc. 

(3) Imagination  

Imaginative, virtual environment allows participants to immerse and acquire new knowledge, improve 

perceptual and rational understanding, so that participants can deepen concepts and germinate new 

associations, and inspire creative thinking. The system combines the status of the learner, interacts with 

the learner, and updates and chooses new ones in real time. VR technology integrating learning and 

creation, learners take into account the dual identities of learners and roles, and cultivate learners’ 

imagination and creativity, which not only enriches teaching methods and content, but also effectively 

improves learning efficiency. Its full immersion, interactivity, multi-sensory simulation and rich 

teaching content will become the development of the future classroom direction. 

 

 

 
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4. Problems Facing the Teaching of International Business Negotiation 

Application skills, cross-cultural communication, business communication and negotiation strategies 

being its main content, International business negotiations are, in the final analysis, about practices. At 

present, under the development of economy and technology, modern education has made great progress, 

but there are still some drawbacks in the form of teaching. 

(1) Monotonous and Boring Teaching Mode 

The existing international business negotiation teaching mainly relies on the classroom teaching mode, 

and the classroom teaching mode has time, space and resource limitations. Although teachers use 

multimedia technology to present audio, video, image and other auxiliary teaching resources to 

students in class, it cannot reflect a dynamic process of learning, especially when it comes to theoretical 

knowledge such as negotiation concepts, negotiators, and negotiation principles.  

(2) Poor Sense of Reality in the Course Teaching   

In the traditional negotiation teaching model, the biggest dilemma is the lack of authenticity of the 

learning environment. The pre-negotiation preparations include personnel, information collection, 

material conditions and discussion of the negotiation plan, etc., used in different situations and stages 

during the negotiation process. Different strategies, as well as the values, consumption customs, 

lifestyles and cultural backgrounds of people from different countries, nationalities, and regions are 

extremely different, forming different negotiation styles. VR is a computer simulation system that can 

create and experience a virtual world. It uses a computer to generate a simulation environment to allow 

users to have an immersive experience. 

(3) Teacher-centered Classroom Teaching 

In traditional teaching, the teacher stipulates the content, structure, progress and methods of the class, 

and the students are completely passive in accepting the problems described by the teacher, which is 

not conducive to the idea of students’ active learning, and hinders students’ thinking ability in the 

classroom. It is high time that teachers needed to assume the guiding role of instructors and organizers 

of learning, assist in creating an independent and inquiring learning environment, and cultivate learners’ 

advanced cross-cultural communication skills. Through monitoring and observation, referring to the 

different specific performances of learners in virtual listening and speaking communication, teachers 

conduct scientific analysis and evaluation of learners, and give feedback guidance to guide learners to 

process personal experience, thereby deepening the mastery of knowledge. 

(4) Low Student Participation 

Learners understand and master knowledge and rely on the combination of motivation, emotion and 

social experience. Only when these elements interact, the meaning construction of knowledge in the 

learner’s mind can be completed. If they have a poor sense of presence, the courses will become more 

boring as the courses go deeper and students often show that they are not interested in learning those 

courses and their participation is not high. As a result, there are often situations where they lose 

confidence in their study and eventually give up. 
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5. Advantages of VR Technology in the Teaching of International Business Negotiation  

Virtual reality technology integrates computer technology, multimedia technology, artificial intelligence, 

sensor technology and the Internet and other disciplines. It has aroused widespread interest with its 

gorgeous man-machine interface and immersive visual experience. Through the application of virtual 

technology in business negotiation, not only can the international business negotiation course become 

lively, but also improve students’ enthusiasm for learning, cultivate students’ active inquiry ability, 

improve teaching quality, and achieve the goals of teaching and talent training. For many years, we 

have been actively looking for classroom teaching methods that can stimulate students’ initiative in 

learning, more intuitive, efficient, and integrated with theory and practice, which are embodied in the 

following four aspects: 

(1) Fundamental Realization of Student-centered Teaching 

The requirement of modern education is to overcome the shortcomings of traditional teaching. Students 

no longer blindly accept the dead knowledge told by teachers, but let students return to the dominant 

position of the classroom and use the teacher’s guiding role in teaching, giving students the initiative to 

learn. In the classroom, teachers use VR technology to bring students into a virtual world, enabling 

students to be immersive and experience the scene described in the textbook. At this time, students 

have a strong sense of subjectivity, pro-activeness, concentration and patience, and can pay attention to 

the others’ wording, expressions, changes in intonation, etc., discover the others’ needs from the 

negotiation, understand the others’ meaning and give timely feedback. While listening, they can also 

ask questions and make appropriate statements, with full self-confidence, clear purpose, rational 

expression, and effective control of the negotiation process. The ultimate goal of negotiations is to 

obtain the maximum benefit at the lowest cost. Therefore, price negotiation has become an important 

part of negotiation. Through price negotiation, the buyer can understand the essence, situation and 

sincerity of the seller’s offer. Students can apply flexibly the negotiation knowledge they have learned 

to simulated negotiations, learn how to use skills to master the overall situation, learn to seek common 

ground while reserving differences and pursue long-term interests, as well as free and flexible skills 

and business etiquette such as dressing and appearance. The lifelike virtual environment can implement 

good human-computer communication. The organization of teaching content emphasizes the active 

participation of students and constructs a knowledge structure to enable students to actively participate 

in the teaching process. Such a change not only allows students to change from passively accepting 

knowledge to active accepting knowledge, but also improves their comprehensive literacy, learning 

motivation and problem-solving ability. Among them, the enhancement of the sense of presence has an 

impact on learning motivation. The promotion effect is the greatest, and the enhancement of interaction 

has the greatest effect on the improvement of students’ problem-solving ability (Li, 2018). In the 

student-oriented personalized teaching, the requirements of teaching students in accordance with their 

aptitude, cooperative teaching mode and autonomous exploration in the environment can all be realized 

in the virtual world. 
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(2) Visualization of Abstract Knowledge 

Through real-life demonstrations, the application of VR technology in the teaching process can make 

some abstract knowledge more vivid, so that students can more intuitively understand these abstract 

knowledge. Virtual reality technology makes teaching concepts more perceptual. With the development 

of educational technology, the content and amount of information displayed on multimedia are 

relatively large, and students’ memory of words is also weaker than that of students’ experience. 

Therefore, the use of VR technology can effectively overcome this problem. When negotiating with 

foreign companies, analysis of environmental factors is necessary, because these factors will affect the 

feasibility of the expected results. These factors include the country’s political status, religious beliefs, 

legal system, social customs, financial and financial status, etc. There will be many abstract terms and 

knowledge points, which are difficult to understand. By imitating the actual negotiation situation, 

virtual reality turns abstract concepts into an experienced virtual environment, and promotes learners to 

form a cognitive structure. With real language and non-verbal context superior to multimedia 

technology, virtual reality creates good listening and speaking practice conditions for learners and helps 

to process information comprehensively. Virtual reality technology makes teaching resources more 

open and breaks through the limitations of time and space, including text and pictures multichannel and 

multilevel language input such as video, audio, three-dimensional interactive scenes, so that students 

can master the basic theories, principles and methods of negotiation in actual operation, and grasp the 

strategies and skills of business negotiation, and use them skillfully in simulated negotiation activities. 

(3) Inspiration of Imagination 

Virtual reality helps to inspire pioneering thinking in teaching and improve imagination. With the help 

of virtual reality technology, the interaction between the cognition subject and the cognition object can 

be realized through their mutual adaptability in an interactive way in the virtual environment so that 

students can get personal experience in learning. The real personal experience of students can not only 

improve students’ comprehensive literacy, but also stimulate students’ insights on negotiation etiquette 

and students’ potential. Teachers can effectively construct a teaching environment according to the 

existence of problems, and guide students to explore the skills and precautions in the negotiation 

process, promoting teachers to discover new teaching modes in the teaching process. At the same time, 

In the teaching process, students can use VR technology to break the space limitations, show their 

creativity in a virtual environment, and in this process also make continuous modifications to it, so as 

to promote the development of their own thinking ability and improve their own Imagination ability, 

and then have a deeper understanding of teaching contents. 

(4) Facilitation of Collaborative Teaching 

Virtual reality facilitates the development of collaborative teaching. In traditional teaching, there are 

rare communication opportunities between teachers and students with teachers explaining relevant 

knowledge to students. Students lack time to explore knowledge and how to use knowledge in actual 

situations, and there is also a lack of cooperation among students, which can be realized through virtual 
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technology. Through VR technology, students can overcome the limitations of spatial location and 

distance between each other, and can put long-distance teachers and students in one environment 

together, promoting mutual exchange between students. Based on the questionnaire and self-learning 

platform implementation data, Zhao (2021) shows that junior students can effectively use course 

learning resources and actively participate in discussions and real-time interaction. In questioning, 

real-time interaction, discussion, homework submission and situational simulation, students’ real-time 

interaction and situational simulation have good learning effects, which are helpful to the cultivation 

and improvement of independent learning ability. The high-simulation business negotiation scene 

created by virtual reality technology not only allows students to “rehearse” real negotiations, but also 

avoids the “face-to-face embarrassment”. Moreover, they can also ask teachers or peers for help at any 

time, which can help relieve tension. Learners can gradually overcome knowledge difficulties and 

communication barriers, get rid of anxiety, and build confidence for a smooth transition to real 

communication. In the virtual environment of high simulation, learners can observe and experience 

knowledge to the maximum extent, form understandable input, and then personally participate, 

experience and interact to deepen their understanding of negotiation knowledge. 

 

6. Conclusion 

In summary, VR technology is an intensive medium for classroom teaching, which is conducive to 

stimulating students’ interest in learning, forming independent learning, and enabling students to have a 

more thorough and clear understanding of the theoretical knowledge of business negotiations. The 

emergence of VR technology has not only enriched the teaching mode of international business 

negotiation courses, expanded the teaching content of negotiation, improved teaching methods, and 

improved students’ enthusiasm for learning. At the same time, it has also promoted the development of 

modern teaching, and scientific teaching methods. As the most promising science and technology in the 

new century, virtual reality technology is an effective guarantee for achieving teaching goals and 

teaching tasks. The rational use of VR technology in teaching is the only way to adapt to the 

development of science and technology. 

 

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