# Improving University Inclusive Teaching with Immersive Virtual Reality and Online Training

Antonella Ferrara, Clement Desoche, Valentin Clement, Anna Clave, Yulia

Kostyleva-Leborgne, Stéphanie Mazza, Amandine E. Rey, Alice Gomez

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Antonella Ferrara, Clement Desoche, Valentin Clement, Anna Clave, Yulia Kostyleva-Leborgne, et al. Improving University Inclusive Teaching with Immersive Virtual Reality and Online Training. The European Association for Research on Learning and Instruction (EARLI) 2025, University of Graz, Aug 2025, Graz, Austria. hal-05036498

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# Improving University Inclusive Teaching with Immersive Virtual Reality and Online Training

Antonella Ferrara, Clement Desoche, Valentin Clement, Anna Clave, Yulia Leborgne, Stéphanie Mazza, Amandine Rey, Alice Gomez

## Abstract:

This research explores whether immersive virtual reality (IVR), combined with an online training program, can enhance inclusive practices among university lecturers, with a focus on supporting students with neurodevelopmental disorders. Current literature indicates that students with learning disabilities face significant barriers, resulting in increased stress, and low self-esteem and academic performance. However, a considerable knowledge gap persists among university staff regarding the legal frameworks and specialized educational practices that are essential to foster an inclusive learning environment. Notably, French university staff frequently report inadequate training in dealing with special educational needs, which, combine with students' academic difficulties, may amplify a cycle of stress and reduced academic performance, ultimately leading to dropouts and deteriorated mental health.

To address this, we developed an online training program with IVR simulation to mirror the academic challenges encountered by students (e.g., reading or visuospatial difficulties, cognitive overload). This study will involve three groups of university lecturers (n=60): (1) IVR and online training group, (2) online only group, and (3) control group (no intervention). Participants' knowledge of special educational needs and reported teaching practices will be assessed before and six months after the intervention.

We hypothesize that lecturers in groups 1 and 2 will report a significant increase in awareness and adoption of inclusive teaching practices compared to group 3, with group 1 showing the greatest improvement. Additionally, we anticipate that participants in group 1 will be more inclined to pursue further training in inclusive education than group 2, driven by a deeper understanding of students' challenges.

## Extended Summary:

The aim of the project is to transform teaching practices and increase the participation of university teachers in training on inclusive practice. To this end, we will use immersive virtual reality (IVR) to simulate challenging learning situations and associate inclusive practice related to the special needs simulated and an online training program inclusive practice.

Previous studies have shown that university students with disabilities and learning difficulties often face significant academic challenges, resulting in high stress and low self-esteem (Alexander-Passe, 2008; Burenkova et al., 2021; Dumitru, 2023; McClain, 1997; Nelson et al., 2011). However, many university staff still have limited knowledge of legal
issues, resources, and specific educational practices that can facilitate learning and inclusion for all students. In France, university staff declare that they lack training on special education needs (McPeake et al, 2024).

Lack of support from university staff, combined with academic stress, can create a negative cycle, leading to increased difficulties, dropout, and poor mental health for students with learning difficulties (Alexander-Passe, 2008; Burenkova et al., 2021). Many students with learning disabilities drop out due to delayed diagnosis and inadequate support, a phenomenon known as "fade-out syndrome," where accumulated stress erodes the perceived benefits of education (Bailey et al., 2020). Students with disabilities have a 45% graduation rate, compared to 65% among peers without disabilities (Foreman-Murray et al., 2022). Barriers like limited support services, inadequate accommodations, and unqualified staff further contribute to dropout rates (Foreman-Murray et al., 2022; Safer et al., 2020; Toutain, 2019). Therefore, effective professional development for educators-researchers is essential to raise awareness of these challenges and improve the academic success of students with disabilities and learning difficulties.

Recent discussions in pedagogy emphasize the need to accelerate the digital transition to promote the inclusion in academic education. This research investigates whether IVR, combined with online training program, can promote new inclusive practices in universities to better support students with learning difficulties. Several studies show that many educators have limited knowledge of legal frameworks, resources, and specific educational practices that can facilitate the learning and inclusion of students with disabilities and learning difficulties (Burgstahler, 2002; Burgstahler & Doe, 2006; Dona & Edmister, 2001; Leyser et al., 1998; Thompson et al., 1997).

The COVID-19 pandemic has accelerated the adoption of digital training technologies for educators, highlighting the importance of inclusive and immersive practices that support the well-being of both teachers and students (Sato et al., 2024). Online training offers a flexible solution for university lecturers to manage time effectively. However, a major challenge remains: many lecturers do not feel responsible for training students with special needs, and in France, such training is neither mandatory nor integrated into their professional development. Motivating university lecturers to engage voluntarily in inclusive education training is thus essential.

To this end, among the new tools and technologies that can facilitate the training of educators, IVR allows for strong control over the situations presented, easy inter-university transferability, and high motivation of the learning situation. Moreover, the use of IVR fits well with the training approach of the disability simulation. The disability simulation could be a useful exercise to understand the difficulties encountered by people with disabilities. However, to be effective, it must include a clear didactic component with the teaching of specific alternative techniques to achieve positive results and accurate understanding. Otherwise, simply simulating disability can, instead, intensify pre-existing fears and misconceptions about disability (Nario-Redmond et al., 2017; Leo & Goodwin, 2013; Silverman, 2015; Silverman et al., 2018).
Building on this, our methodology provides teacher-researchers with experience of various
cognitive difficulties encountered by students. Through IVR, four challenges have been
designed to reflect the experiences of students with learning difficulties. Through first-
person experiences in IVR, educators gain insight into challenges faced by students with
neurodevelopmental disorders—such as reading and visuospatial difficulties, cognitive
overload, and learned helplessness—while exploring inclusive solutions. To assess the
effectiveness of this innovative approach to training, sixty university educators-researchers
will be recruited. The procedure consists of a pre-test phase where the teaching practices
adopted and the knowledge possessed regarding learning disabilities will be assessed,
after which the participants will be randomly assigned to three training groups: (1) Online
and IVR, which will carry out both training; (2) Online Only, which will only carry out online
training; (3) Control, which will not carry out any training. Afterwards, all groups will again
be assessed on their teaching practices and knowledge about learning disabilities.
Furthermore, for the Online and IVR training group, levels of self-esteem and
psychophysiological and cognitive stress parameters will be measured before and after the
challenge scenarios.

Our hypothesis is that the Online and IVR training will be more effective. In particular, for
the Online and IVR group, we expect that after the challenge scenarios, educators-
researchers will experience more stress and lower self-esteem as a result of the difficulties
experienced. These feelings will determine the impact of immersion. While, after the
inclusive scenarios, educators-researchers will have more knowledge and more inclusive
practice than before. This effect will be stronger in Online and IVR than in other groups.
We also expect university teachers in the Online and IVR or Online Only groups to adapt
their practices to meet the needs of students with learning disabilities. Furthermore, we
anticipate that those following the IVR training will be more likely to pursue additional
training on inclusive education.

This research aims to expand pedagogical theory by incorporating IVR into inclusive
education, providing a framework for how experiential learning can enhance educators'
awareness and responsiveness to students with disabilities. By simulating disabilities with
a strong educational component, this study also addresses theoretical discussions on the
ethics and effectiveness of disability simulation. We expect our findings to demonstrate
IVR's value in educators' professional development, equipping them with skills to better
support inclusive practices. This, in turn, could positively impact student outcomes by
improving academic success and retention rates, promoting educational equity. Ultimately,
we hope to showcase the potential of innovative training methods to drive meaningful
changes in teaching practices and support students with disabilities.
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