The Role of Extended Reality (Virtual, Augmented, And Mixed) In the Curriculum of Students with Dyscalculia, Dyslexia, And Dysgraphia: A Systematic Review

Learning disorders such as dyslexia, dyscalculia, and dysgraphia significantly impair essential academic abilities, including numerical processing, word recognition, and writing, thereby hindering the educational progress of individuals with special needs. Recognizing the inadequacy of current educational support for these students, this study investigated the integration of augmented reality (AR) within curricula as a potential solution. Employing a systematic review methodology (PRISMA), the research initially screened 1130 articles, and a full-text review of 59 was conducted, and 14 analyzed articles that met rigorous inclusion criteria. The key research questions centered on AR curriculum integration's diagnostic and interventional roles for dyslexia, dyscalculia, and dysgraphia. The findings revealed a notable concentration of AR research in dyslexia, with increasing attention towards dyscalculia and dysgraphia. Furthermore, AR applications appear more prominent in intervention strategies than diagnostic procedures. Consequently, incorporating AR into the educational framework for students with these learning disorders presents a promising avenue for enhancing learning outcomes, capitalizing on AR's inherent multisensory, interactive, and immersive characteristics.