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XR Technologies in Inclusive Education for Neurodivergent Children: A Systematic Review 2020-2024
Bárbara Valverde Olivares1, Loretto Muñoz Araya1, José Luis Valín1
1Escuela de Ingeniería Mecánica, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile.
Children (Basel, Switzerland)
|November 27, 2025
Summary
Extended reality (XR) shows promise for neurodivergent children in inclusive education. Further research is needed to establish evidence-based guidelines due to varied study designs and outcome measures.
Area of Science:
- Educational Technology
- Inclusive Education
- Neurodevelopmental Disorders
Background:
- Extended reality (XR) technologies are increasingly used in inclusive education for neurodivergent children.
- Existing research is fragmented across various disciplines and contexts.
- A systematic review is needed to synthesize current evidence on XR in inclusive education.
Purpose of the Study:
- To identify educational purposes of XR in inclusive settings.
- To characterize XR implementation in inclusive education.
- To report outcomes of XR use for neurodivergent learners.
Main Methods:
- Comprehensive literature search in academic databases.
- Screening of peer-reviewed articles on XR for neurodivergent children.
- Data extraction on study design, participants, XR modality, objectives, and outcomes.
Main Results:
- XR applications include virtual and augmented reality for cognitive, social, and behavioral skill development.
- Most studies used small samples and exploratory designs.
- Reported benefits include improved engagement and communication, but with varied measures and limited rigor.
Conclusions:
- XR technologies show potential as supplementary tools in inclusive education for neurodivergent children.
- Heterogeneity in study designs and outcome metrics limits generalizability.
- More rigorous research is required to develop evidence-based implementation guidelines.
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