Virtual reality technologies like augmented reality, mixed reality, and blockchain helped to transform 3D MUVEs by integrating authentic and problem-based learning methodologies to solve real-world problems. Therefore, educators tempted to include pedagogical approaches in designing 3D MUVEs, because they provide opportunities for learners to construct meaning, and actively engage in authentic learning situations by collaborating on collective projects, culminating in fostering their co-presence, identity construction, and social interaction. Occasionally, the emphasis on using multi-user mode in education can be due to lack of unsatisfactory full-time instruction. Therefore, conditions can be simulated in the virtual environment that would further demand face-to-face instruction. At the same time, learning individually in front of a computer screen is becoming an ancient orientation and, arguably it can only be effective synchronously with other modes, predominantly in the form of blended learning, such as face-to-face instruction. This study therefore examined the effects of 3D multi-user mode on blended language course in Algerian higher College. A quasi-experimental, between-subjects design over 08 weeks involved two groups of participants. A control group (CG, N = 80) learnt with multimodal materials, while a treatment group (EG, N = 80) learnt with 3D multi-user VR collaborative application. In order to examine their interpersonal interaction and co-presence, one copresence test and one interpersonal interaction questionnaire were administered. Analysis was performed with Multivariate analysis of covariance test. The quantitative findings showed that Significant differences were found between the two groups in terms of both interpersonal interaction and co-presence. This signifies that students’ interpersonal interaction and co-presence improved through their 3D MUVE blended learning course.