Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application "Mondly" may have to maximise interactivity and aid learners in proactively experiencing empirical conversations that emulate authentic contexts. The research took place in an undergraduate course Italian I (A1, Common European Framework of Reference for languages), offered by the Cyprus University of Technology. The present study adopts a quasi-experimental design to evaluate the impact of "Mondly" on Italian learning. Digital material is incorporated into the lesson to promote contextualised learning. An experimental group is subjected to learning through "Mondly" whereas a control group is subjected to conventional lectures utilising the same material as the experimental group. [For the complete proceedings, see ED600837.]