VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence
Open accessAbstract
Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.
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VR offers immersive, multi-sensory environments that promote experiential learning.
“AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning.”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [38]
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Flagged first, then by citations
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- Authors
- Mitsea, E., Drigas, A., & Skianis, C.
- Affiliations
- National Centre of Scientific Research "Demokritos" (GR)
- University of the Aegean (GR)
- Corresponding author
- Drigas, Athanasios
- Venue
- Education Sciences
- Publisher
- MDPI AG
- Published
- 2023-06-22
- Volume
- 13
- Issue
- 7
- Pages
- 639
- ISSN
- 2227-7102 (ISSN-L)
- OpenAlex
- W4381799400
- Cited by
- 49
- References
- 110
- Citations by year
- 2026: 12 · 2025: 16 · 2024: 16 · 2023: 5
- FWCI
- 23.78
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Education Sciences (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Keywords
- virtual reality games, special educational needs and disabilities, metacognition, motivation, emotional intelligence, neurodevelopmental disorders, cognitive disorders, learning difficulties, self-regulation, inclusion
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