New research led by Michigan State University and partners shows that virtual reality, even in its simplest form, can help students with disabilities learn important life skills and apply these skills in real-world settings.
Two recent peer-reviewed studies found that nonimmersive virtual reality, or VR — screen-based programs on devices like laptops or Chromebooks, rather than expensive VR headsets — improved how well students with intellectual and developmental disabilities performed tasks such as cooking on a stove, shopping from a list and using kitchen appliances.
Breaking down barriers in rural schools
In the first study researchers worked with three students with disabilities in a rural school district who had limited access to in-person community-based instruction. Using VR simulations of everyday tasks like shopping or cooking, the students showed clear improvements in their ability to complete task steps. Importantly, those skills held up even after the VR instruction ended, suggesting long-term retention.
“Technology like nonimmersive VR holds great promise for leveling the playing field, especially in rural areas where resources are scarce,” said co-author Emily Bouck, professor and associate dean for research at Michigan State University’s College of Education. “When students can safely practice everyday tasks in a simulated environment and retain that learning, it opens doors to greater independence.”
From screen to stove: Cooking with confidence
In the second study, published in the Journal of Developmental and Physical Disabilities, four middle and high school students with intellectual and developmental disabilities learned to make a grilled cheese sandwich on a simulated stove. After practicing in VR, three of the four students were able to successfully generalize those skills to a real kitchen, demonstrating that virtual learning translated into real-world performance.
Students also reported enjoying the VR practice and said they wanted to use similar tools to learn other skills. Teachers noted the approach was accessible and realistic for classroom use since it relied on affordable, widely available devices.
Next steps
Both studies involved small groups of students, so researchers emphasize the need for larger trials to confirm results. They also call for more work to test how well VR training supports generalization — the transfer of skills into different real-world settings — and whether students retain skills over months or years.
“Though we have more work to do, these findings suggest a promising future: safe, cost-effective VR practice paired with real-life instruction could expand opportunities for students with disabilities to learn and thrive, something that has been hard for them to do in the past,” Bouck said. “Helping give these people this independence would be wonderful.”
