Virtual reality and gamification for STEM learning among speech impaired learners in Ghana

Abstract Virtual reality (VR) and gamification are increasingly used in STEM education to enhance student engagement and learning. However, it remains unclear how these technologies address the needs of students with speech impairments, particularly in low-resource settings in Ghana. This scoping review examines existing research on the use of VR and gamification in inclusive STEM education, with a specific focus on accessibility features and the representation of speech-impaired learners in the literature. Using PRISMA-ScR guidelines, 2501 records were identified from five databases. After screening, 40 studies published between 2020 and 2024 were included. However, very few studies explicitly address accessibility for learners with speech impairments, and only a small number consider low-resource or marginalized educational contexts. Most of the existing research originates from high-income countries and tends to focus on broader disability groups rather than on speech impairment as a distinct category.