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This study investigates the potential of Virtual Reality (VR) technology to enhance multiliteracies in the English as a Foreign Language (EFL) context leveraging Multiuser Virtual Reality environments (MUVEs). The virtual tour “A Glance at the Past” was designed to respond to the mixed-ability requirements of formal education for an inclusive learning environment leveraging the affordances of a low-cost, user-friendly MUVE, appropriate for the age group and educational setting. The environment was designed as a two-level immersive experience, facilitating inquiry-based learning and differentiated instruction needs. It aims to investigate the effectiveness of Critical Immersive-Triggered Literacy (CITL) introduced by [1] as an essential literacy for decoding and encoding digital content, and higher-order critical thinking skills and creativity enhancement in the VR context. The study was conducted in a Greek formal education setting for two consecutive years, in eight 60-min sessions each year. Findings revealed that immersive-triggered learning instances improved the participants’ performance and enhanced multiliteracy building in a cross-curricular setting, which provides valuable insights into immersive technologies integration in formal mixed-ability education practices.

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Enhancing Multiliteracy Through Virtual Reality: An Inclusive Approach to Critical Immersive-Triggered Literacy

  • 会议论文

  • 发表日期：

    2026年

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  • Chrysoula Lazou,
  • Avgoustos Tsinakos,
  • Ioannis Kazanidis

摘要

This study investigates the potential of Virtual Reality (VR) technology to enhance multiliteracies in the English as a Foreign Language (EFL) context leveraging Multiuser Virtual Reality environments (MUVEs). The virtual tour “A Glance at the Past” was designed to respond to the mixed-ability requirements of formal education for an inclusive learning environment leveraging the affordances of a low-cost, user-friendly MUVE, appropriate for the age group and educational setting. The environment was designed as a two-level immersive experience, facilitating inquiry-based learning and differentiated instruction needs. It aims to investigate the effectiveness of Critical Immersive-Triggered Literacy (CITL) introduced by [1] as an essential literacy for decoding and encoding digital content, and higher-order critical thinking skills and creativity enhancement in the VR context. The study was conducted in a Greek formal education setting for two consecutive years, in eight 60-min sessions each year. Findings revealed that immersive-triggered learning instances improved the participants’ performance and enhanced multiliteracy building in a cross-curricular setting, which provides valuable insights into immersive technologies integration in formal mixed-ability education practices.