The Role of Virtual Reality in ICT-Enhanced Learning for Students with Autism: A Dual Approach Using Exploratory and Inquiry-Based Methods
DOI:
https://doi.org/10.53840/myjict10-2-217Keywords:
Virtual Reality, Autism, Learning Approach, Special Education, Immersive Learning.Abstract
This study examines the impact of a Virtual Reality (VR) Safari learning environment on the interest levels and engagement behaviors of students with autism spectrum disorder (ASD) using two instructional strategies: Inquiry-Based Learning (IBL) and Exploratory Learning (EL). Utilizing an explanatory sequential mixed-methods approach, 30 Form 4 science students from special education settings in Malaysia were assigned to either IBL or EL interventions. A quasi-experimental pre- and post-test design was used alongside observation and interviews to capture both quantitative and qualitative insights. Although the Mann-Whitney U test revealed no statistically significant difference in interest levels between the groups, qualitative data highlighted five core themes: emotional resonance, curiosity, sensory sensitivity, autonomy in interaction, and social sharing. These findings underscore the capacity of VR to foster inclusive, personalized learning experiences for autistic learners, with implications for universal design and pedagogical adaptation. The study affirms VR's potential as a flexible educational tool that responds to the sensory and cognitive diversity of students with autism.
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