Reinforcing Inclusive Education with Virtual Reality: Strengthening Knowledge with the STEAM Approach for Students with Disabilities

Abstract

This paper show study explores the development of virtual reality (VR) application for inclusive education, applying the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to enhance learning for students with disabilities. Conducted at the Care Centers for Students with Disabilities (CAED) to CBTis 168 in Aguascalientes, Mexico, the research involved 18 students using Oculus Quest 2 devices to evaluate the application. Participants had various disabilities, including visual impairments, and learning difficulties such as Down syndrome and attention deficits. Design thinking methodology was employed to continuously improve the VR application based on feedback from students and teachers. The study identifies educational challenges, assesses accessibility and usability, and demonstrates significant improvements in student motivation, participation, and academic performance. The VR application offered customized learning experiences with visual and auditory instructions, high-contrast visuals, and engaging virtual environments, developed through a process combining Design Thinking and STEAM approach. Results indicated increased motivation and better comprehension of material. The importance of user feedback in developing inclusive educational tools is emphasized, as well as reduced evaluation time. Future work includes expanding VR content, integrating artificial intelligence, and conducting long-term studies on VR´s impact on inclusive education. Research shows VR's potential for inclusive and effective learning.