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Virtual Reality and Primary School: enhancing motor and socio- emotional skills through Educational Neuroscience

Giovanna Scala, Emma Saraiello, Fabiola Palmiero

Abstract

This study investigates the effectiveness of using immersive virtual reality (VR) in physical education and sports programmes in primary schools, with a particular focus on the inclusion of pupils with autism spectrum disorders (ASD). The Educational Neuroscience-based intervention involved 100 students (aged 6–8), who were divided into an experimental and a control group. Standardised quantitative tools (TGMD-2, the Charlop-Atwell Coordination Test, and the SDQ) and qualitative interviews with curriculum and support teachers were employed. The results showed that the experimental group had made significantly greater improvements in locomotor and object control skills, and had experienced a reduction in socio- emotional difficulties and social anxiety. Teachers reported greater student engagement, particularly among those with ASD, due to the predictability and reassuring nature of the virtual scenarios. However, the irreplaceable value of real peer interactions was reiterated, confirming that VR complements, but does not replace, traditional methodologies. In conclusion, immersive VR emerges as an innovative teaching tool, capable of enhancing motor skills, motivation and socio-relational inclusion when incorporated into a pedagogical project that values the balance between technology, physicality and sociality.

Keywords

Virtual Reality Educational Neuroscience Motor Skills Socio-Emotional Skills

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