Implementation and Evaluation of a VR/AR-Based Assistive Technology for Dyslexic Learners: An Exploratory Case Study

María Lozano-Álvarez (), Sonia Rodríguez-Cano, Vanesa Delgado-Benito and Miguel Ángel García-Delgado
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María Lozano-Álvarez: Faculty of Education, University of Burgos, 09001 Burgos, Spain
Sonia Rodríguez-Cano: Faculty of Education, University of Burgos, 09001 Burgos, Spain
Vanesa Delgado-Benito: Faculty of Education, University of Burgos, 09001 Burgos, Spain
Miguel Ángel García-Delgado: Faculty of Education, University of Burgos, 09001 Burgos, Spain

Societies, 2025, vol. 15, issue 8, 1-13

Abstract: This exploratory case study investigates the implementation and educational impact of a Virtual Reality (VR)- and Augmented Reality (AR)-based assistive technology developed to support learners with dyslexia. The intervention, delivered via mobile devices and VR headsets, incorporated gamified and interactive content aimed at enhancing cognitive skills such as attention, inhibition, narrative memory, and phonological awareness. Two in-depth case studies were conducted with primary school students formally diagnosed with dyslexia. Cognitive performance was assessed using the NEPSY-II neuropsychological battery, and user experience was evaluated using the Technology Acceptance Model (TAM). The results showed positive trends in executive function and language-related skills, as well as high motivation and satisfaction. While these findings suggest promising benefits of immersive educational technologies in dyslexia intervention, conclusions regarding efficacy cannot be drawn due to the limited sample size. Further research with larger and controlled designs is needed to validate these initial observations.

Keywords: dyslexia; assistive technology; virtual reality; augmented reality; educational software; user experience; immersive learning (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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