Fiona Steel

Immersive virtual reality (IVR) is widely promoted as a means of enriching learning in science, technology, engineering, arts and mathematics (STEAM), yet evidence of its capacity to foster equitable classroom experiences for marginalised groups remains limited, particularly outside traditional STEM domains. Addressing this gap, the present mixed‐method multiple‐case study explores how IVR influences equity, motivation and collaboration in two contrasting secondary‐school settings in England: a single‐session computer‐science (CS) lesson with 326 year‐8 students and a 4‐week series of English lessons with 6 year‐9 students. Data were gathered through pre‐lesson questionnaires, post‐lesson surveys, nonparticipant observations, focus groups, field notes and reconstructed lesson narratives. This research study explores how IVR has the potential to transform classrooms at a sociocultural level. In a secondary English classroom, IVR enhanced students' cultural and techno‐capital, revealing the potential to develop a relational pedagogy based on knowledge exchange. Additionally, in computer science, IVR tackled gender disparities in STEM by creating equitable learning environments through game‐based learning. This research study, which captures the pedagogical application of IVR in both arts‐based subjects and STEM, shows the potential of IVR to create more equitable, engaging, and personalised learning opportunities, transforming classrooms and challenging traditional expectations.