Embodied Learning using Virtual Reality and Mirrors Can Enhance Letter-Sound Knowledge in 6-7-year-old Children

The aim of the study was to investigate the effects of embodied learning with and without the use of virtual reality (VR) on children’s literacy skills. We conducted a randomized controlled trial with 108 6-7-year-old children, who were randomly assigned to one of three groups: (1) a control group, continuing regular classroom teaching, (2) an intervention group receiving teaching focusing on letter-sound couplings with the use of the body (body-phonemes) while wearing VR headsets (VR group), and (3) an intervention group performing body-phonemes without wearing VR headsets (Mirror group). The children were evaluated before (T1) and after (T2) a 2-week intervention period on letter-sound knowledge, spelling, and word reading performance. A between-group analysis showed significant improvements for the VR- and Mirror groups compared to the Control group from T1 to T2 in children’s ability to name conditional letter-sounds (p = 0.009, d = 0.8; p = 0.008, d = 0.8). A within-group analysis showed significant differences in spelling performance from T1 to T2 in the VR- and Mirror group (p = 0.033; p = 0.011) but not for the Control group (p = 0.114). A correlation analysis showed significant correlations between the use of movements and recalling of letter-sounds in both the VR group (r = 0.62, p = 0.00075) and the Mirror group (r = 0.4, p = 0.042). Our results show that a short 2-week intervention using body-phonemes with and without VR increases children’s conditional letter-sound knowledge compared to a control group. Practical and theoretical implications are discussed.