The Impact of Immersive Technologies on Learning and Inclusion of Students with Sensory Disabilities: Pedagogical Perspectives and Practical Challenges
Generoso Romano, Francesco Tafuri
Abstract
The integration of immersive technologies such as virtual reality (VR) and augmented reality (AR) into educational settings has opened new avenues for enhancing learning experiences, particularly for students with sensory disabilities. These technologies offer unique opportunities to create multisensory, interactive environments that can overcome traditional barriers to access and participation. This literature review critically examines the pedagogical potential of VR and AR to support inclusive education by facilitating personalized learning, fostering engagement, and promoting autonomy among learners with hearing or visual impairments. While evidence indicates significant benefits in motivation, comprehension, and social inclusion, the implementation of immersive technologies also presents challenges including high costs, technological limitations, and the need for specialized teacher training. The review further discusses how the design and deployment of these tools must consider accessibility principles and the diverse needs of sensory-impaired students to avoid exacerbating existing educational inequalities. Finally, this article outlines future research directions and policy recommendations aimed at optimizing the use of immersive technologies to create equitable and effective learning environments for all students. This study contributes to the growing field of technology-enhanced inclusive education by offering a comprehensive analysis of current practices and identifying critical areas for development and innovation.
Keywords
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