Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education
Open accessAbstract
The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies.
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These findings align with the Critical Immersive-Triggered Literacy framework, which highlights the pedagogical value of immersive attention-triggering experiences in fostering deep learning.
“These findings align with the Critical Immersive-Triggered Literacy framework [24], which highlights the pedagogical value of immersive attention-triggering experiences in fostering deep learning.”
From A Framework for Participatory Creation of Digital Futures: A Longitudinal Study on Enhancing Media Literacy and Inclusion in K-12 Through Virtual Reality (2025) · cites this paper as [24]
Each thematic area of the framework involves key elements that guide users' attention to specific narratives in alignment with CITL, without restricting learner agency's social interactions, autonomy, and self-expression in digital spaces as dictated by DigComp and UDL guidelines.
“Each thematic area involves key elements that guide users' attention to specific narratives in alignment with Critical Immersive-Triggered Literacy (CITL) [24], making meaning through purposeful multimedia design choices without restricting learner agency's social interactions, autonomy, and selfexpression in digital spaces as dictated by DigComp [35] and UDL [34] guidelines.”
From A Framework for Participatory Creation of Digital Futures: A Longitudinal Study on Enhancing Media Literacy and Inclusion in K-12 Through Virtual Reality (2025) · cites this paper as [24]
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- Authors
- Lazou, C., & Tsinakos, A.
- Affiliations
- International Hellenic University (GR)
- Corresponding author
- Lazou, Chrysoula
- Tsinakos, Avgoustos
- Venue
- Education Sciences
- Publisher
- MDPI AG
- Published
- 2023-07-09
- Volume
- 13
- Issue
- 7
- Pages
- 696
- ISSN
- 2227-7102 (ISSN-L)
- OpenAlex
- W4383819678
- Cited by
- 36
- References
- 52
- Citations by year
- 2026: 11 · 2025: 18 · 2024: 5 · 2023: 2
- FWCI
- 3.27
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Education Sciences (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Keywords
- mobile augmented reality, inclusive education, digital literacy, high school students, CLIL, Universal Design for Learning, long-term memory retention, digital well-being, transnational education, meaningful learning, attention
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