Edusemiotics’ understanding of virtuality


At an educational level, technology and the digital gap are indeed a moving target. On the one hand, it is commonly regarded as vital to have access to and participate in information society. On the other hand, the mutable nature of the field and its derived problems prompt educational systems to hold out against change. In the meantime, virtuality, simulated environments, and digital thought are shaking up the way individuals and communities socially and cognitively interact with the world. Notwithstanding this, technology is not just a revolutionary drive; it is also an evolutionary force: its story tells us something about technological determinism. It is useful to understand what is currently occurring in order to decide in which ways education may prepare young people for nowadays’ challenges. That is, education needs not only to focus on IT literacy, but also on multi-faceted critical literacy. Edusemiotics understands sign as a third realm of our universe, and this novel conception provides us with the key to understand the digital world as a new and powerful educational resource for teachers and students alike. Our interest in virtual reality’s many forms rests with the fact they are tools that enable us to playfully develop and improve our knowledge, fantasy, self-determination, fitness, affordances, self-efficacy, social connectivity, and reading comprehension.