Use of Virtual Reality for Inclusive Education: Assessing the Availability and Adaptation of Educational Materials
Abstract
The purpose was to identify effective approaches to adapting educational materials for a virtual reality environment, ensuring the accessibility and effectiveness of inclusive learning. The methodology encompassed scientific literature analysis, virtual reality educational experience review, technology comparison, and content analysis of inclusive education materials. The study examined virtual reality technology applications in inclusive education across Uzbekistan and Vietnam, focusing on students with disabilities. The study is conceptual and based on secondary sources, including case studies and existing VR programs. The results focus on the analysis of VR technologies and their potential in inclusive education, with specific emphasis on accessibility, adaptability, and effectiveness based on previous applications in various educational settings. The main results were to determine the effectiveness of using virtual reality headsets (Oculus Rift, Google Cardboard) and software platforms (Google Expeditions, ClassVR) in the context of teaching students with hearing and visual impairments and autism spectrum disorders. Virtual reality technologies have demonstrated the capacity to establish flexible learning environments that enhance the development of social, physical, and cognitive skills in students, so fostering a more inclusive educational experience. Special attention was given to developing criteria for adapting VR materials, such as interface simplicity, availability of audio/visual prompts, and flexible settings to meet individual student needs. These adaptations improve the accessibility of educational content and enhance knowledge assimilation for students with special needs, enabling the creation of personalized learning paths.