Virtual Reality in Process for Children With Autism Disability

Abstract

For more than half a century, educators for normal as well as special children have used virtual reality in the classroom. Systematic analysis and metanlysis of virtual reality in teaching were conducted in order to understand these difficulties and what educators want to gain from employing these innovations in the first place. The researcher picked 250 articles for systematic literature review and select 6 using Prism flowchart. For the purpose of metanlysis, compare the results with six relevant articles. Looked into the potential uses and reported motivations for creating virtual reality learning environments supplied by educators in scholarly papers, and then looked into the potential drawbacks of doing so. Most academics employ virtual reality to boost students' intrinsic motivation, and they focus on a few characteristics, such as instructional practices, engagement, and ramification, in their design of experience, according to these findings. The great majority of instructional virtual reality deployments are found in significant number of educational fields.