This qualitative study aimed at investigating how the use of Virtual Reality Literacy (VRL) contributes to creating virtual agents story re-tellers. The study compared the retellings of a silent story shows by fourth grade students (n=6) by exposing them first to a TV show and the same show using a VR. In a very important sense, the study tried to fathom the differences of retelling volume and reactions by exposing the same students to two different modes of visual literacy representation of the same content. To accomplish that different reading strategies such as: Retelling, Gist Recalling, and Elaboration were employed. After using the TV and VR shows, the students used their natural expressions and responses to retell the stories. Various data sources were used in this study including: Videos, audios, and visual reading materials. The study collected and captured oral elicitations through Arabic or English. The data gleaned from the actual materials used in the study were analyzed through observations, audio-visual documents (videos) and causal interviews. The study revealed that students retell, elaborate, and recall the gist of the silent story in VR more than in TV. They showed their excites and their interactions when using VR more than TV while watching the silent story. They live the experience of the story as if they were part from it when using the VR. The results from this could contribute to our knowledge base, pedagogical base, and research of using virtual reality shows as vibrant tools in transforming literacy.
Maha Alhabash, UAE University, United Arab Emirates
Safa Alothali, UAE University, United Arab Emirates
Najah Mohammedi, UAE University, United Arab Emirates
Negmeldin Alsheikh, UAE University, United Arab Emirates