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ISSN Approved Journal || eISSN: 2582-8185 || CODEN: IJSRO2 || Impact Factor 8.2 || Google Scholar and CrossRef Indexed

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Research and review articles are invited for publication in January 2026 (Volume 18, Issue 1)

The Impact of Augmented Reality (AR) and Virtual Reality (VR) in Special Education Math Instruction: A systematic review

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  • The Impact of Augmented Reality (AR) and Virtual Reality (VR) in Special Education Math Instruction: A systematic review

Suraj Singh 1 and Iffath Zeeshan 2, *

 1 Department of Special Education, Bibb County School District, Macon, USA. 

2 Department of Education, American College of Education, Indiana, USA.

Review Article

International Journal of Science and Research Archive, 2025, 14(03), 1068-1078

Article DOI: 10.30574/ijsra.2025.14.3.0744

DOI url: https://doi.org/10.30574/ijsra.2025.14.3.0744

Received on 07 February 2025; revised on 16 March 2025; accepted on 19 March 2025

Mathematics education poses significant challenges for students with special educational needs (SEN) due to cognitive, sensory, and attention-related difficulties. Emerging technologies, such as Augmented Reality (AR) and Virtual Reality (VR), offer potential solutions by providing interactive, immersive, and multisensory learning experiences. This systematic review explores the role of AR and VR in special education math instruction, synthesizing findings from international journals. It discusses benefits, limitations, and future directions in this evolving research area.

Augmented Reality; Virtual Reality; Special Education; Mathematics Instruction; Learning Disabilities; Dyscalculia; Assistive Technology

https://journalijsra.com/sites/default/files/fulltext_pdf/IJSRA-2025-0744.pdf

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Suraj Singh and Iffath Zeeshan. The Impact of Augmented Reality (AR) and Virtual Reality (VR) in Special Education Math Instruction: A systematic review. International Journal of Science and Research Archive, 2025, 14(03), 1068-1078. Article DOI: https://doi.org/10.30574/ijsra.2025.14.3.0744.

Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0

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