Affiliations: Universidade Federal de Uberlândia, Uberlândia, MG, Brazil
Correspondence:
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Corresponding author: Fernanda Francielle de Oliveira Malaquias, Universidade Federal de Uberlândia, Av. João Naves de Ávila, 2121 – FAGEN Sala 1F216, Uberlândia, MG, 38400-902, Brazil. E-mail: [email protected].
Abstract: BACKGROUND: Literacy is essential for the development and empowerment of students with intellectual disability. However, such students often present limitations that may interfere in their literacy process. OBJECTIVE: The aim of this research was to evaluate the potential of Virtual Reality as an educational tool to support the literacy process of students with intellectual disability. METHODS: We have developed a serious game based on Virtual Reality techniques. The game has been validated by special education professionals and used by students and their teachers in two inclusive schools. In order to evaluate the game’s effectiveness, a qualitative methodology has been adopted. RESULTS: The study points to a positive evaluation of the game as a tool to aid in the development of literacy skills of students with intellectual disability. CONCLUSIONS: The results indicate that Virtual Reality has potential to contribute to the inclusion of students with intellectual disability in the educational context.
