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As is indicated by the United Nation’s Sustainable Development Goal 4, it is crucial to have access to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a basic skill for learners to acquire and exchange information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to enhance students’ reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English reading course at a Chinese university. Students from experimental group A (N = 31) learned with the VPS-VR approach, experimental group B (N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional instruction (TI) approach. The results revealed the positive effects of the VPS-VR approach on students’ EFL reading comprehension, learning motivation, and English learning anxiety. Furthermore, it was also found that experimental students’ lower-level skills of reading comprehension, such as information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and technology acceptance are also discussed.

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Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety