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25 août 2025
- ISIDORE Id: 10670/1.fc2f99...
- hal: hal-05036498
http://creativecommons.org/licenses/by/ , info:eu-repo/semantics/OpenAccess
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Immersive Virtual Reality Inclusive Teaching Cognitive Difficulties Higher Education Teacher TrainingSujets proches
Skills trainingCiter ce document
Antonella Ferrara et al., « Improving University Inclusive Teaching with Immersive Virtual Reality and Online Training », HAL SHS (Sciences de l’Homme et de la Société), ID : 10670/1.fc2f99...
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This research explores whether immersive virtual reality (IVR), combined with an online training program, can enhance inclusive practices among university lecturers, with a focus on supporting students with neurodevelopmental disorders. Current literature indicates that students with learning disabilities face significant barriers, resulting in increased stress, and low self-esteem and academic performance. However, a considerable knowledge gap persists among university staff regarding the legal frameworks and specialized educational practices that are essential to foster an inclusive learning environment. Notably, French university staff frequently report inadequate training in dealing with special educational needs, which, combine with students’ academic difficulties, may amplify a cycle of stress and reduced academic performance, ultimately leading to dropouts and deteriorated mental health.To address this, we developed an online training program with IVR simulation to mirror the academic challenges encountered by students (e.g., reading or visuospatial difficulties, cognitive overload). This study will involve three groups of university lecturers (n=60): (1) IVR and online training group, (2) online only group, and (3) control group (no intervention). Participants' knowledge of special educational needs and reported teaching practices will be assessed before and six months after the intervention.We hypothesize that lecturers in groups 1 and 2 will report a significant increase in awareness and adoption of inclusive teaching practices compared to group 3, with group 1 showing the greatest improvement. Additionally, we anticipate that participants in group 1 will be more inclined to pursue further training in inclusive education than group 2, driven by a deeper understanding of students’ challenges.
