Application of Virtual Reality Technologies for Correcting Speech Development Delays in Preschool Children

Bibliographic Data

ID21446128
AuthorsAigul Akhmetova (0000-0002-9292-5515, Department of Preschool Education and Social Pedagogy Kazakh National Pedagogical University Named After Abai Almaty Kazakhstan, corresponding author), Onal Abisheva (Department of Design Kazakh National Pedagogical University Named After Abai Almaty Kazakhstan), Nailya Ismailova (0000-0002-8683-9178, Department of Psychology Yelabuga Institute Kazan Federal University Yelabuga Russia), Irina Shakhmalova (0000-0002-5294-2476, Department of Pedagogy and Methods of Primary Education Technical Institute (Branch) of the State Autonomous Educational Institution of Higher Professional Education North‐Eastern Federal Institute of MK Ammosova in Neryungri Neryungri Russia)
Year2026
Volume61
Issue2
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70523
OpenAlexW7138850882
LanguageEN
References cited33

Speech development delays in early childhood remain a significant challenge that demands innovative approaches and effective rehabilitation methods. In the contemporary context, virtual reality technologies offer unique opportunities to address these delays, providing a personalised and accessible approach to rehabilitation. The objective of this study is to measure the effectiveness of virtual reality in overcoming speech development delays in preschool children and to evaluate potential methods for utilising such technologies. To achieve this goal, a testing method was employed. The research sample consisted of 100 preschool children (ages 5–7) with speech development delays. Each participant underwent standardised tests designed to assess their speech abilities. The findings indicate that the use of virtual reality technologies resulted in a substantial improvement in speech development among preschoolers. Specifically, the level of speech development increased from 45% to 65% and the number of words known to the children significantly grew, with vocabulary expanding from an average of 30 to 55 words following VR intervention. Regardless of gender, test results improved with the use of VR technologies, suggesting a positive impact on speech development for both boys and girls. Thus, the study confirms the effectiveness of virtual reality technologies in supporting children with speech development delays

Language development · Sample (material) · Speech technology · Test (biology) · Virtual reality · Vocabulary · Cerebral Palsy and Movement Disorders · Infant Development and Preterm Care · Pediatric Pain Management Techniques · Rehabilitation

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