# XR Technologies in Inclusive Education for Neurodivergent Children: A Systematic Review 2020–2024

## TL;DR

XR technologies may help neurodivergent children with cognitive, social, and behavioral skills, but more research is needed to confirm their effectiveness.

## Contribution

A systematic review of 2020–2024 studies on XR in inclusive education for neurodivergent children.

## Key findings

- XR technologies show potential in improving engagement and task performance in neurodivergent children.
- Study designs and sample sizes are inconsistent, limiting the generalizability of results.
- Standardized assessment methods are needed to validate the effectiveness of XR in education.

## Abstract

What are the main findings?

XR technologies have been used in inclusive education primarily to support cognitive,
social, and behavioral skills in neurodivergent children.

Existing studies report improvements in engagement and task performance, although
sample sizes and study designs are heterogeneous.

What are the implications of the main findings?

XR applications may represent a valuable complement to traditional inclusive education
practices.

Further research with standardized assessment methods is necessary to validate their
effectiveness and inform implementation strategies.

Background/Objectives: Extended reality (XR) technologies have been increasingly applied in inclusive education settings to assist neurodivergent children. However, the existing evidence remains fragmented across diverse contexts and disciplines. This systematic review synthesizes current research to identify the educational purposes, implementation characteristics, and reported outcomes associated with the use of XR in inclusive educational environments. Methods: A comprehensive literature search was conducted in major academic databases using predefined keyword combinations related to XR, inclusive education, and neurodivergence. Peer-reviewed articles that applied XR tools in educational settings for neurodivergent children were screened against predefined inclusion and exclusion criteria. Data were extracted regarding study design, participant characteristics, XR modality, educational objectives, and outcome indicators. Results: The reviewed studies report heterogeneous applications of XR technologies, including virtual and augmented reality, to support cognitive, social, and behavioral skill development in neurodivergent learners. Most studies employed small sample sizes and quasi-experimental or exploratory designs. Although several studies reported improvements in engagement, communication skills, and task performance, outcome measures varied substantially and methodological rigor was limited in many cases. Conclusions: Current evidence suggests that XR technologies hold potential as complementary tools in inclusive education for neurodivergent children. Nonetheless, the heterogeneity of study designs and the lack of standardized assessment metrics limit the generalizability of the results. More robust empirical investigations are required to establish evidence-based guidelines for the implementation of XR in inclusive educational contexts.