Research

Problem + Research Questions

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The problem statement for this study is focused on the limited research regarding the use of immersive virtual reality (iVR) in dyslexia interventions, particularly in how it affects the literate self-perception of dyslexic students. While traditional interventions, such as phonics-based multisensory approaches, have shown effectiveness, emerging technologies like iVR offer new possibilities for engaging and inclusive learning experiences. This study addresses the gap in understanding how iVR can support the literate self of students with dyslexia during letter recognition activities.

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In our study, we explored two key research questions. First, we examined how the elements of a virtual reality literacy intervention affect elementary students with dyslexia in terms of their autonomy, competence, and sense of connection during letter recognition activities. Second, we investigated how these students perceive their own literacy identity while engaging in a virtual reality-based intervention focused on letter recognition. By addressing these questions, we aimed to better understand the impact of virtual reality on the learning experiences of dyslexic students in a literacy context.

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Setting + Participant Selection

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We conducted research at a charter school. We selected three dyslexic students from second and third grade using purposive sampling to better understand their perceptions of literacy. The small sample size allowed us to focus deeply on individual experiences to further understand the perceptions students have of their literate selves after the 4-week intervention. Students were screened to ensure their reading proficiency matched the virtual reality intervention. We excluded students with motion sickness, advanced reading skills, or without a dyslexia diagnosis. Participation was completely voluntary, with parental consent and student assent obtained.

Method

We set out on a journey to uncover how elementary students with dyslexia perceive their own literacy abilities during a unique virtual reality (iVR) intervention focused on letter recognition. Our approach was rooted in Self-Determination Theory (SDT), which emphasizes that feelings of autonomy, competence, and relatedness are central motivators in learning. We were curious to see how these factors played out when iVR technologies were introduced in a dyslexia intervention.

Knowing that virtual reality literacy applications are still relatively new in the world of dyslexia education, we chose an exploratory multiple case study design. This approach allowed us to dive deep into the individual experiences of students, capturing the nuances of how they interacted with the technology and how it shaped their perceptions of themselves as learners. With each student, we sought to uncover the layers of their experience, giving us insights into the potential of virtual reality to influence dyslexic students’ journey toward literacy.

Process

Our study unfolded over six weeks, following a three-phase process. It began with screening the students using a Reading Assessment, after receiving consent and assent. Phase 2 was a four-week virtual reality experience. Three times a week, the students strapped on the Meta Oculus Rift S headset and dove into the iVR game, practicing letter recognition in this immersive environment. We carefully documented their progress with notes, videos, and pictures. Finally, in Phase 3, we revisited the pre-assessment task to see how much they had improved, concluding with interviews to capture their thoughts on the whole experience.

For analysis, we transcribed the interviews and observation notes, using a blend of a priori and in vivo coding. This allowed us to uncover the themes related to how students viewed their literate identities through the lens of Self-Determination Theory. With cross-case analysis, we could see the broader impact of the virtual reality intervention on each student’s journey, solidifying our understanding of how these tools might shape dyslexic students’ self-perception.

Project Management & Team Collaboration

Our team approached this project with a structured yet flexible management strategy, ensuring that each phase of the research was executed efficiently. We utilized agile project management principles to adapt to changes and maintain momentum, breaking the study into manageable tasks and regularly assessing progress. Weekly check-ins allowed us to stay aligned on goals, troubleshoot any challenges, and make necessary adjustments.

Collaboration was key to the success of this project, with each member bringing a unique area of expertise. Our cross-functional team included a literacy expert, an early childhood development specialist, and an educational technologist, all rooted in the field of education. This diverse expertise allowed us to approach the study from multiple perspectives, ensuring a comprehensive understanding of how virtual reality can impact literacy for dyslexic students.

By combining our specialized knowledge and fostering a collaborative team environment, we successfully navigated the project, met deadlines, and delivered valuable insights into the potential of virtual reality in transforming dyslexia interventions.

Discussion

Our research highlights how virtual reality literacy interventions can positively impact the self-perception of students with dyslexia, using the framework of self-determination theory. To learn more about the results and findings, please view the publication.

Implication

The potential for iVR to transform how students with dyslexia view their literacy abilities is remarkable. Virtual Reality is the only technology that is multisensory for neurodivergent learners.

The need for further research is clear. There is so much to learn about the long-term impact of iVR, its effectiveness compared to traditional methods, and how it can be tailored to individual needs. Now is the time for educators, specialists, and researchers to act boldly, embracing iVR as a tool that could redefine literacy education for students with dyslexia. The future of learning is here, and it’s within reach.

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If you’re interested in learning more about this study or exploring how virtual reality can be integrated into dyslexia interventions, I would love to discuss it further. Feel free to reach out to me for a deeper dive into the findings, the potential of iVR in education, or how this technology can transform literacy interventions for dyslexic students.