A. Solimini, M. Gatti, V. Tresoldi
This systematic review examines immersive virtual reality (VR) applications in inclusive and special education from 2012 to 2023, with a focus on learners with neurodevelopmental conditions and closely related disability groups. Searches of eight electronic databases identified peer-reviewed studies that used head-mounted displays, Cave Automatic Virtual Environments, or comparable immersive systems in educational or training contexts. After duplicate removal, title and abstract screening, and full-text review, 47 studies met the inclusion criteria. The included studies were grouped into five areas: social and communication skills, academic and cognitive skills, life-skills and vocational preparation, educator professional development, and safety skills. The corpus is concentrated in autism spectrum disorder research, especially social-communication interventions. Studies involving attention deficit hyperactivity disorder, intellectual disability, specific learning disabilities, and sensory disabilities were less common. Most studies reported favorable learning or training outcomes, but the evidence base remains limited by small sample sizes, short interventions, incomplete follow-up, and frequent lack of comparison groups. The review identifies practical and ethical issues that should shape future work, including cybersickness, sensory load, physical-space requirements, teacher preparation, and the need to test whether gains transfer beyond the virtual environment.
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