This study examines the impact of virtual reality (VR) on the development of academic and cognitive skills—specifically attention, concentration, and memory—among students with Down syndrome, through a systematic review of recent literature indexed in international databases. Using a rigorous screening and analytic protocol, studies were selected according to predefined eligibility criteria covering age range, VR modality, and measured academic and cognitive outcomes. The synthesis indicates that VR interventions are associated with improvements in academic performance and in attention, concentration, and memory, while also supporting special-education settings by promoting educational inclusion and fostering greater independence. We recommend the development and integration of interactive VR-based programs within educational institutions, as these technologies provide safe, engaging learning environments that reduce sensory distractions, improve classroom behavior and attention, and increase students’ motivation and active participation, with no serious adverse effects reported.

Keywords: Down Syndrome, Virtual Reality, Academic Skills, Cognitive Skills, Special Education

Conference Title

مؤتمر الإبداع التربوي الدولي الرابع تونس 2025: "التعليم في الوطن العربي: نحو رؤية إبداعية في عصر الذكاء الاصطناعي"

Conference Country

Palestine

Conference Date

Nov. 13, 2025 - Nov. 13, 2025

Conference Sponsor

مؤسسة الإبداع الفلسطيني الدولية