Assessing the efficacy of virtual reality and simulation software in promoting environmental awareness among students with intellectual disabilities

This research aims to investigate the effectiveness of virtual reality (VR) and simulation software (SS) in increasing environmental awareness among students with intellectual disabilities (IDs). A combination of quantitative and qualitative methods was used, including pre- and post-test achievement tests and observations. The participants were 50 students aged 12–18. First experimental group studied using VR, while the second group studied using a SS to understand the environment, including pollution, deforestation, and climate change. Analysis of the quantitative data revealed that both groups improved their post-test scores, with the VR group showing a 33.3% improvement compared to the simulation group, which improved by 25.5%. Regarding qualitative aspects, students who used VR improved their content knowledge and were more focused because they were in the virtual environment. However, some challenges identified included motion sickness and technology management challenges. This research suggests the potential for using digital technologies, particularly VR, to improve the delivery of environmental content to learners with disabilities. The implications of implementing these tools in special education classrooms are presented to enhance their use and address access issues.