A Systematic Review of Virtual Reality Applications for Adaptive Behavior Training in Individuals with Intellectual Disabilities

Bibliographic Data

ID22043881
AuthorsPei Zhou (0000-0002-7823-3416, South China Normal University), Zehui Zhan (0000-0002-6936-1977, South China Normal University)
Year2025
Volume15
Issue8
Pages1014
Publication date2025-08-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15081014
LanguageEN
Citations received1
References cited61

(1) Deficits in adaptive behavior significantly hinder individuals with intellectual disabilities from performing essential daily tasks and participating in community life. Although virtual reality shows promise for supporting adaptive behavior in this population, systematic reviews on this topic remain scarce. (2) Methods: Twenty-five experimental studies from the databases Web of Science, PubMed, Scopus, and ERIC, published between 2005 and 2024, were analyzed in the context of a systematic review. (3) Results: The studies revealed a significant surge in research on VR interventions for adaptive behavior in individuals with intellectual disabilities, particularly after 2021. The most frequently applied domain was practical skills, while social and conceptual skills received relatively less attention. Most studies employed high-immersion head-mounted displays as the primary technology type and adopted controller-based unimodal interaction as the dominant interaction mode. Pedagogical strategies such as ABA, structured teaching, and contextual learning are favored in interventions. (4) Conclusions: VR interventions have been increasingly applied to support adaptive behavior development in this population. However, further exploration is needed to tailor VR designs to better accommodate the individual differences and specific needs. This review synthesizes current evidence, identifies key trends and limitations, and offers guidance for future research

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