Virtual reality (VR) could be a new tool in helping students with dyslexia to learn English vocabulary more effectively than conventional instruction alone, according to a pilot study involving 30 learners published in the International Journal of Innovation and Learning. Dyslexia is a learning disability that primarily affects reading and related language skills.
VR creates an immersive computer-generated environment with which users can interact. The research divided participants into two groups: one used a custom VR programme incorporating interactive multimedia and game-based learning, while the other received conventional teaching. The team saw higher vocabulary-test scores in the VR group than the other. Moreover, there was greater engagement and stronger conceptual understanding among the students using VR. Those students, themselves, reported improved concentration, imagination, and satisfaction with the learning process overall.
The team explains that the VR allowed learners to encounter words through images, sounds, text, and simulated real-world situations. The game-based activities in the VR encouraged repeated interaction with letters and vocabulary, which they suggest reinforced memory and contextual understanding in that group when compared to those taught using conventional methods.
Digital tools, for all the criticism they often receive in some areas, could improve teaching in special needs and perhaps address the shortfall in specialist teachers and teaching materials for many students with learning difficulties around the world, especially in resource-tight regions. The study contributes to wider efforts to make education more inclusive under the United Nations’ Sustainable Development Goal 4, which calls for equitable, quality education for all, the researchers add.
Vipahasna, P.P., Vipahasna, K., Khlaisang, J. and Numprasertchai, S. (2026) ‘Virtual reality technology to enhance English language acquisition in children with learning disabilities’, Int. J. Innovation and Learning, Vol. 40, No. 3, pp.245–260.
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