Impact of virtual reality learning environments on skills development in students with ASD

Background

Students with Autism Spectrum Disorder (ASD) often face significant challenges in traditional educational environments, including difficulties in social interaction, engagement, and adapting to standard learning methods. These barriers can hinder their academic and personal development, highlighting the need for more inclusive and adaptive educational solutions.

Objective

This study investigated whether immersive VR-based STEM learning environments can support the cognitive, social and behavioural development of pupils with ASD. We evaluated usability and accessibility needs, validated the artefact through expert consensus, and measured pre–post changes using established standardised instruments.

Methodology

The research followed the Design Science Research (DSR) approach within STEM (Science, Technology, Engineering, and Mathematics) to develop VR-based learning experiences adapted to the needs of students with ASD. The Delphi method involved experts in defining best practices and educational strategies, helping to ensure that the proposed solutions were appropriate and aligned with student characteristics. The study included a control and an experimental group, both composed of students with ASD and typically developing students, assessing the impact of VR on learning and socialisation.

Results

The findings suggest that VR-based learning environments may support improvements in cognitive, behavioural and social skills, although causal inference is limited by the small sample size and absence of randomisation.

Conclusions

This study provides preliminary evidence that VR-based learning environments may help address educational barriers for students with ASD by offering structured, engaging and adaptable environments that could support inclusion and development.