Immersive Learning for Dyslexic Students: A Review of Virtual Reality Interventions and Pedagogical Implications

Abstract Virtual reality (VR) has emerged as a powerful educational tool capable of transforming traditional learning into interactive and multisensory experiences. While extensively applied in STEM education, its use in supporting students with dyslexia remains relatively underexplored. This systematic review examines empirical research over the past five years focused on the development of VR-based learning materials for dyslexic students in primary and secondary education. Drawing on seven eligible studies, this review analyses trends in publication, types of VR applications, technological approaches, learning outcomes, and theoretical frameworks employed. Results show that VR can enhance motivation, engagement, and comprehension for students with dyslexia, especially when aligned with multisensory and user-centred design principles. However, the field is still in its early stages of development, with limited geographic distribution and sparse theoretical integration. The findings call for interdisciplinary collaboration and more inclusive research to guide future VR learning design for special education.