Building Confidence: Virtual Reality's Impact on Dyslexic Students' Literate Self

Framework

Our research is based on Self-Determination Theory (SDT), which highlights the importance of autonomy, competence, and relatedness in motivating students. We use this framework to explore how virtual reality (VR) can shape the literate self of dyslexic students. By focusing on their self-perception as literate individuals, we show how VR can create a supportive learning environment that boosts confidence and motivation, ultimately helping students feel more competent in letter recognition development skills.

Methods

Our research used a qualitative, exploratory multiple case study design to investigate the impact of virtual reality (VR) interventions on the literate self-perception of dyslexic students. We focused on elementary students with dyslexia participating in a literacy intervention using VR technology over a six-week period.
Participant Selection: We used purposive sampling to select three students diagnosed with dyslexia, ranging from second to third grade. The students were enrolled in a dyslexia remediation program at a charter school in Texas. Each participant was screened using the PRIDE Comprehensive Reading Assessment to ensure their reading proficiency aligned with the letter recognition activities in the VR intervention. Informed consent from parents and student assent were obtained before beginning the study.
Data Collection: Data was collected through multiple sources, including:
1. Semi-structured interviews: We conducted interviews with the students before and after the intervention to understand their perceptions of their literate self and how the VR experience influenced their feelings of autonomy, competence, and relatedness.
2. Unstructured observation notes: Researchers took observational notes during the VR sessions to capture behaviors, emotional responses, and interactions with the technology.
3. Photographs and video recordings: These were used to document the students' engagement and reactions during the VR intervention.
VR Intervention: The VR intervention used the Kobi 360 software, where students participated in immersive letter recognition games. Each student engaged with the VR environment for five minutes, three times a week, for a total of one hour over the study period.
Data Analysis: Data was analyzed using a within-case and cross-case analysis approach. We employed a priori coding for the initial analysis, followed by in vivo coding during transcription to capture students’ authentic voices. Themes related to autonomy, competence, and relatedness were identified, and findings were triangulated across interviews, observations, and media to ensure validity. A cross-case analysis was conducted to explore common patterns and unique insights across the three cases.

Results

Preliminary results from the study revealed that the virtual reality (VR) intervention positively impacted the literate self-perception of students with dyslexia. Across the three cases, students demonstrated enhanced confidence in their literacy abilities, increased engagement with the VR learning tasks, and a greater sense of autonomy and competence.

Students reported feeling more connected to their peers and the learning process, with many expressing that the VR experience made them feel "normal" compared to their classmates. The immersive, multisensory nature of the intervention allowed students to practice letter recognition in a way that felt supportive and non-threatening, contributing to higher self-esteem.

We expect the final analysis to further validate these findings, showing that VR interventions can significantly enhance the emotional well-being of dyslexic students by fostering a stronger sense of self-efficacy and literate identity. We anticipate that this study will demonstrate the potential for VR to be used as an innovative tool in special education, offering not only academic support but also emotional growth through increased autonomy, competence, and relatedness.

Importance

Our study breaks new ground by exploring how virtual reality (VR) can transform dyslexia interventions beyond traditional skill-building. While most interventions focus solely on improving literacy skills, our research demonstrates that addressing the literate self-perception of students with dyslexia is equally critical to their academic success and emotional well-being.

For conference audiences, particularly educators and technologists, this study offers valuable insights into how immersive technology can create more inclusive, empowering learning environments. By leveraging VR, educators can foster confidence, autonomy, and engagement in neurodivergent learners, showing that technology has the power to address both cognitive and emotional needs in special education.

This study is scientifically important as it provides qualitative evidence on the role of emerging technologies in shaping student identity and motivation, areas that are often overlooked in dyslexia research. It offers a practical, research-backed framework for educators to integrate innovative technology into their classrooms, ensuring equitable and meaningful learning experiences for all students.

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