A Review of Virtual Reality Intervention Research for Students With Disabilities in K–12 Settings

Abstract

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities

“…The objective of VR is to offer an authentic experience to users by placing them in a safe and controllable environment. The increasing affordability of IT applications is creating favorable conditions and offering increasing opportunities to use VR in educational processes [ 53 ], thus being able to respond to the different learning needs of people with disabilities [ 20 ]. Two attributes of VR can contribute to increasing the accessibility of the education process—“the sense of presence, and the embodied affordances of gesture and manipulation in the 3rd dimension” [ 54 ].…”

“…Other studies revealed that children with disabilities, especially from Northern countries, are thought to be the main beneficiaries of this “digital revolution” [ 17 ]. Specialists claim that these children can benefit from appropriate learning materials and overcome communication barriers with the help of “cyber learning techniques and environments” [ 18 , 19 , 20 ]. According to UNICEF, at least 93 million children with disabilities “are one of the most marginalized and excluded groups in society and they suffer from discrimination with regard to access to education” [ 21 ].…”

Digital technology supports science education for students with disabilities: A systematic review

“…Recently, Carreon and colleagues in their review (2022) indicated the necessity of affordances in Virtual Reality (VR) interventions for students with disabilities (Carreon et al, 2022). This was shown by the immersive qualities (which imply affordances) of VR and their contribution to building academic skills in various disciplines.…”

Inclusive Digital Education

“…However, all these advantages of such technologies are often not considered. In their literature review, Carreon, Smith, Mosher, Rao and Rowland (2020) show that in K-12 settings VR is mostly used in non-immersive simulations that are shown on a screen. Yet it is these immersive features that make VR an especially appealing tool for learners with disabilities (ibid.…”