Affiliations: [a] Department of Management and Business, Federal University of Uberlândia, Santa Mônica, Uberlândia, Minas Gerais, Brazil | [b] Department of Accounting, Federal University of Uberlândia, Santa Mônica, Uberlândia, Minas Gerais, Brazil
Correspondence:
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Corresponding author: Rodrigo Fernandes Malaquias, Universidade Federal de Uberlândia (UFU), Avenida João Naves de Ávila, n° 2121, Bloco F, Sala 1F-215, Campus Santa Mônica, Uberlândia, Minas Gerais, Brazil 38.400-902. Tel.: +55 34 3239 4176; E-mail:[email protected]
Abstract: The contribution of technology to improve quality of life has been
increasingly highlighted in the literature. One dimension of technology is
virtual reality (VR), which presents many characteristics that can help the
learning process, especially of individuals with intellectual disabilities
(ID). Virtual Environments (VEs) provide safe and repeated activities, which
can be generalized to daily life situations in the real world. Considering
this scenario, the main objective of this paper is to compile previous
studies that have addressed the role of virtual reality in the learning
process of individuals with intellectual disabilities. Our analysis
indicated that VEs have been successfully employed to support the teaching
of logical-mathematical concepts, learn about leisure activities, train
against unintentional injuries, among other applications. All papers
consulted showed that the contributions of VR to those activities have been
positive and statistically significant. Despite the variety of applications
found, we realized an important gap for new studies about the use of VE to
support inclusion of students with ID in mainstream schools.
