VR Gaming for Meta-Skills Training in Special Education
The Role of Metacognition, Motivations, and Emotional Intelligence
Bibliographic Data
| ID | 22045973 |
|---|---|
| Authors | Eleni Mitsea (0000-0003-4054-6318, National Centre of Scientific Research "Demokritos"), Athanasios Drigas (0000-0001-5637-9601, National Centre of Scientific Research "Demokritos", corresponding author), Charalabos Skianis (0000-0001-9178-4418, University of the Aegean) |
| Year | 2023 |
| Volume | 13 |
| Issue | 7 |
| Pages | 639 |
| Publication date | 2023-06-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13070639 |
| OpenAlex | W4381799400 |
| Language | EN |
| Citations received | 4 |
| References cited | 103 |
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
Cognition · Cognitive psychology · Developmental psychology · Emotional intelligence · Human–computer interaction · Medical education · Metacognition · Virtual reality · Applied Psychology · Computer Science · Educational Games and Gamification · Motivation and Self-Concept in Sports · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion
Design, development, and usability of a web-based animated teaching package for individuals with intellectual disability
Design and Optimisation of Personalised Training Games for Special Education Based on Reinforcement Learning Algorithms
Virtual Reality in Higher Education
Emotion Dysregulation in Attention Deficit Hyperactivity Disorder
Risk‐of‐bias VISualization (robvis)
The intelligence of emotional intelligence
Motivation and social cognitive theory
A review of immersive virtual reality serious games to enhance learning and training
Effects of virtual reality on learning outcomes in K-6 education
Robins-I
Investigating learners’ attitudes toward virtual reality learning environments
RoB 2
Computer Games in Education
Playing for Real
The PRISMA 2020 statement
Literature review as a research methodology
Using Virtual Reality Head-Mounted Displays in Schools with Autistic Children
The Level of Metacognitive Thinking Among Students with Learning Disabilities
Virtual reality technology and game enjoyment
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders
IAmHero
Intrinsic and Extrinsic Motivations
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |