Exploring the potential of virtual reality for motor skills training in children with special educational needs: Perspectives from experts from five countries

KARADAĞ E., Aydogmus M., ŞİMŞEK İ., ÇİFTÇİ KARADAĞ Ş. K., Karkali K., Goumas E., ...Daha Fazla

Education and Information Technologies, cilt.30, sa.14, ss.20543-20572, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 30 Sayı: 14
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1007/s10639-025-13524-6
  • Dergi Adı: Education and Information Technologies
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Sayfa Sayıları: ss.20543-20572
  • Anahtar Kelimeler: Motor skills training, Personalized practice, Repetitive practice, Special educational needs, Virtual reality
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

Virtual reality (VR) has emerged as a promising tool for enhancing motor skill training in children with special educational needs (SEN). This qualitative case study explored the perspectives and experiences of experts regarding the integration of VR technology into motor skill training for children with SEN. This study investigated VR’s perceived benefits, challenges, and adaptability of VR in supporting motor skill development in diverse educational and therapeutic settings. Semi-structured interviews were conducted with 20 purposively sampled experts including special education teachers and occupational therapists. A thematic analysis of the interview data revealed several key themes, including the potential of VR to provide engaging, personalized, and repetitive practice opportunities; the challenges of cost, accessibility, and teacher training; and the need for adaptability to accommodate various types of SEN. The participants emphasized the importance of collaboration between educators, therapists, and technology developers in creating effective VR interventions. These findings suggest that, while VR offers unique advantages for motor skill training, its successful implementation requires careful consideration of individual needs, resource availability, and professional development.