A systematic review of AI, VR, and LLM applications in special education: Opportunities, challenges, and future directions
Evdokia Voultsiou, Lefteris Moussiades
Abstract
Abstract The rapid advancements in modern technologies have opened new possibilities for enhancing educational experiences for students with Special Educational Needs and Disabilities (SEND). This paper conducts a systematic review of 139 studies on the integration of AI, VR, and LLMs in Special Education. Using a deductive thematic analysis framework, it identifies key themes and challenges to synthesize the current state of knowledge and propose future research directions. The findings underscore the transformative potential of AI and Immersive Technologies in fostering personalized learning, improving social engagement, and advancing cognitive development among SEND students. Additionally, current SEN methodologies and practices are defined, teachers'attitudes toward inclusion and technology adoption, and the prevailing technological tools utilized, based on various syndromes and disorders. Challenges such as ethical considerations, accessibility barriers, and resource limitations are also discussed. Moreover, this study explores tailored technological tools specifically designed to meet the unique needs of these students. The paper concludes with limitations, recommendations for cross-sector collaboration and inclusive policies to ensure these technologies are effectively utilized to prioritize and enhance learning experiences for SEND students, as well as future directions.