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year 15, Issue 3 (3rd Spring 2026 2026)
Rooyesh 2026, 15(3): 43-54 |
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Fooladi F, Khademi Ashkzari M, Meraji Saeed P S. (2026). The Role of Emerging Virtual and Augmented Reality Technologies in the Rehabilitation of Students with Learning Disorders: A Systematic Literature Review. Rooyesh. 15(3), 43-54.
URL: http://frooyesh.ir/article-1-6730-en.html
URL: http://frooyesh.ir/article-1-6730-en.html
1- Ph.D. Student in Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
2- Professor of Educational Psychology Department, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. mkhademi@alzahra.ac.ir ,mkhademi@alzahra.ac.ir
2- Professor of Educational Psychology Department, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. mkhademi@alzahra.ac.ir ,
Abstract: (10 Views)
Alongside advances in science and the expanding use of emerging technologies across various fields, the application of virtual reality (VR) and augmented reality (AR) in educational and rehabilitation processes—particularly for learning disorders—has grown substantially. Accordingly, the present study aimed to examine the effects of VR and AR on students with specific learning disorders through a systematic review. To this end, the keywords virtual reality, augmented reality, specific learning disorder, learning disabilities, dysgraphia, dyslexia, and mathematical learning difficulties were searched across multiple databases, including Elsevier, Web of Science, Google Scholar, Scopus, PsycINFO, PubMed, Springer, ScienceDirect, ProQuest, ISC, Noormags, Magiran, and SID. As a result, 31 studies published between 2016 and 2025 were selected and analyzed based on the CASP checklist and predefined inclusion criteria, including ease of access to full texts, a restricted publication time frame, and online availability. The synthesis of the reviewed studies indicated that VR- and AR-based rehabilitation interventions had positive and significant effects on improvements in executive functions, information processing speed, balance and motor coordination, as well as children’s interaction and communication skills. Moreover, these technologies were found to be effective in creating safe, low-anxiety environments and facilitating early identification. Based on these findings, it can be concluded that the use of novel technologies in the rehabilitation of students with specific learning disorders is highly effective. Accordingly, psychologists and teachers are encouraged to incorporate these technologies to enhance outcomes for this population.
Keywords: Virtual Reality, Augmented Reality, Rehabilitation, Learning Disorder, Students, Systematic Review.
Type of Article: systematic review |
Subject:
Educational Psychology
Received: 2025/11/12 | Accepted: 2026/02/8 | ePublished: 2026/05/30
Received: 2025/11/12 | Accepted: 2026/02/8 | ePublished: 2026/05/30
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