Virtual reality as a tool for supporting dyslexic students: Insights from a systematic literature review

IF 1.4 Q3 EDUCATION, SPECIAL
Shaorong Ji, Nur Azlina Mohamed Mokmin, Jiawei Wang
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引用次数: 0

Abstract

Over the past few decades, virtual reality (VR) has attracted significant academic interest due to its potential to transform traditional educational experiences into highly engaging and interactive environments. VR technology, with its immersive learning capabilities, has been rigorously tested and developed in STEM education and other disciplines, showing promising results. Students with dyslexia, who often struggle with accurate or fluent word recognition and spelling skills, face challenges that traditional learning materials do not effectively address. This study focuses on students with dyslexia, exploring the current state of VR-based learning materials in primary and secondary education. It presents a systematic literature review of articles published between 2018 and 2023 to analyse the development of this field over the past five years, the types of VR technology used, and the benefits for dyslexic students at different educational stages. The results reveal that the use of VR for developing learning materials for students with dyslexia is still in its early stages and relatively limited. These findings may guide teachers and curriculum designers in leveraging VR to better support students with dyslexia, and they highlight the need for further empirical research in this area.

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虚拟现实作为支持阅读困难学生的工具:来自系统文献综述的见解
在过去的几十年里,虚拟现实(VR)吸引了大量的学术兴趣,因为它有可能将传统的教育体验转变为高度参与和互动的环境。具有沉浸式学习能力的虚拟现实技术在STEM教育和其他学科中得到了严格的测试和发展,显示出可喜的成果。患有阅读障碍的学生经常在准确或流利的单词识别和拼写技能上挣扎,他们面临着传统学习材料无法有效解决的挑战。本研究以阅读障碍学生为研究对象,探讨基于vr的学习材料在中小学教育中的应用现状。它对2018年至2023年间发表的文章进行了系统的文献综述,分析了过去五年该领域的发展、使用的虚拟现实技术的类型以及不同教育阶段的阅读困难学生的好处。研究结果表明,使用VR技术为有阅读障碍的学生开发学习材料仍处于早期阶段,而且相对有限。这些发现可以指导教师和课程设计师利用VR来更好地支持有阅读障碍的学生,他们强调了在这一领域进一步实证研究的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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