As more and more instructors educators in the Art & Design Education have become enthusiastic about the potential of 3D virtual worlds (3DVWs) in learning and teaching, there is a need to consider the question of how to identify creativity in the Art & Design classroom. By adopting a multimodal view of social semiotics as an analytical approach, this paper explores the sociocultural conception of creativity through the design processes in VWs. It investigates how the multimodal elements of their materials and virtual environments are taken to be new design works of individuals in their effort of meaning-making. In addition, it also offers pedagogical viewpoints involving the recognition of the agency of young design students. All these steps demonstrate helpful to educators when developing a learner-centred virtual environment to foster creativity in class.