The effect of virtual reality-based cognitive rehabilitation on memory and the enhancement of mathematical concept learning in students with learning disabilities

Background: Students with learning disabilities encounter significant cognitive and academic challenges, particularly in memory and mathematical concept acquisition. This study evaluated the efficacy of virtual reality (VR)-based cognitive rehabilitation on memory and mathematical concept learning in students with learning disabilities. Methods: This randomized controlled trial employed a pre-test, post-test, and follow-up design with a control group. The statistical population included all male and female second and third-grade elementary students with learning disabilities receiving educational and rehabilitation services at the Dezful Developmental and Educational Assessment Center in 2024. A convenience sample of 30 participants (15 per group) was selected based on inclusion criteria and randomly assigned to either the experimental or control group. The research instruments included the N-Back working memory task and the Key-Math mathematical concept learning test. The experimental group underwent 10 sixty-minute VR-based cognitive rehabilitation sessions, while the control group received standard educational services. Data were analyzed using repeated measures analysis of variance (ANOVA). Results: VR-based cognitive rehabilitation significantly improved memory (mean difference: 30.75 for number of correct responses, 23.18 for percentage of responses) and mathematical concept learning (mean difference: 22.50) in the post-test phase (P<0.001), with effects sustained at follow-up. Conclusion: VR-based interventions significantly enhance memory and mathematical learning in students with learning disabilities, offering a novel approach to cognitive rehabilitation.