This study integrated Chinese, Geography, and computer science courses, with teachers from those disciplines collaborating to prepare their courses. The study employed mobile devices in the learning activities, used the situated learning strategy, and involved the students in real-life investigation in the interdisciplinary literacy curriculum. The students observed, learning in the real-life environment, and utilized mobile technologies to support their data collection and information searching. The students made connections between the knowledge in the textbook and the real-life situation in the literacy-based learning activities. After they came back to the classroom, they used the data and photos they had collected to design the virtual reality of the environment they had visited in order to recall and reflect on the activity. This study primarily explored the learning effectiveness of Chinese, and found that the students made significant progress. However, from the investigation of motivation, it was found that the students did not prefer to practicing writing based on the virtual reality situation in comparison with the real-life situation.