A small study involving 30 students with dyslexia has found that virtual reality (VR) could be a more effective method for learning English vocabulary than traditional teaching methods. The research, published in the International Journal of Innovation and Learning, compared two groups of students. One group used a specially designed VR program that included interactive multimedia and game-based learning, while the other group received standard classroom instruction. The students who used VR scored higher on vocabulary tests and showed greater engagement, better understanding of concepts, and improved focus, imagination, and satisfaction with their learning experience. The VR program allowed students to interact with words in a more dynamic way, using images, sounds, text, and simulated real-world scenarios. This immersive approach helped reinforce memory and contextual understanding of vocabulary. Game-based activities also encouraged repeated exposure to letters and words, which is known to strengthen learning. The researchers believe that such interactive methods could be particularly beneficial for students with learning difficulties, who often require more tailored and engaging teaching approaches. The study highlights the potential of digital tools to support students with special needs, especially in areas where there is a shortage of trained teachers and specialized educational resources. This is a growing concern in many parts of the world, where students with learning disabilities may not have access to the same level of support as their peers. By using technologies like VR, educators may be able to bridge this gap and provide more inclusive learning experiences. These findings align with global efforts to achieve the United Nations' Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education for all. The research was conducted by Piyanan Pannim Vipahasna and colleagues, and more details can be found in the article "Virtual reality technology to enhance English language acquisition in children with learning disabilities," published in the International Journal of Innovation and Learning in 2026.