Usability, Pedagogical Effectiveness, and Student Experience in a VR‑Based Motor Skills Program for Special Educational Needs: Findings from an Erasmus+ Project

Abstract

Motor skills are essential for children's educational development, facilitating literacy, executive functioning, attention, and social integration. For children with special educational needs (SEN), motor difficulties frequently co-occur with other neurodevelopmental challenges, exacerbating barriers to inclusive learning environments. In response to these challenges, this study assessed a virtual reality (VR) motor skills training program developed by the Erasmus+ project and implemented across Türkiye, Greece, Spain, and Poland. A quantitative, cross-sectional survey design was employed using data from educators and students involved in the project's training and implementation phases. Three instruments were used to collect data: a workshop evaluation scale completed by educators following professional development training, a teacher evaluation form administered after program implementation, and a student feedback form completed by SEN students. The findings indicate that educators generally perceived the training process and VR-based intervention positively, particularly regarding pedagogical value, student engagement, and support for motor development. However, concerns were raised about the relevance of certain training components and the technology's usability, especially its ease of use in classroom settings. Students reported high levels of enjoyment and engagement with the VR activities, suggesting strong acceptance of the intervention, although variations in self-confidence were noted. The results suggest that VR-based motor skills training holds significant promise as an engaging and pedagogically valuable tool for SEN education. Nevertheless, its effectiveness appears to depend on usability, contextual adaptation, and the quality of implementation. Future research should incorporate objective motor performance measures and longitudinal designs to understand better the sustained impact of VR-based interventions in inclusive educational contexts.