Fostering Inclusion: A Virtual Reality Experience to Raise Awareness of Dyslexia-Related Barriers in University Settings
Author(s)
Date Issued
2025
Type
article
Volume
14
Issue
5
Start Page
829
Journal
Abstract
This work introduces the design, implementation, and validation of a virtual
reality (VR) experience aimed at promoting the inclusion of individuals with
dyslexia in university settings. Unlike traditional awareness methods, this
immersive approach offers a novel way to foster empathy by allowing
participants to experience firsthand the challenges faced by students with
dyslexia. Specifically, the experience raises awareness by exposing
non-dyslexic individuals to the difficulties commonly encountered by dyslexic
students. In the virtual environment, participants explore a virtual campus
with multiple buildings, navigating between them while completing tasks and
simultaneously encountering barriers that simulate some of the challenges faced
by individuals with dyslexia. These barriers include reading signs with
shifting letters, following directional arrows that may point incorrectly, and
dealing with a lack of assistance. The campus is a comprehensive model
featuring both indoor and outdoor spaces and supporting various modes of
locomotion. To validate the experience, more than 30 non-dyslexic participants
from the university environment, mainly professors and students, evaluated it
through ad hoc satisfaction surveys. The results indicated heightened awareness
of the barriers encountered by students with dyslexia, with participants
deeming the experience a valuable tool for increasing visibility and fostering
understanding of dyslexic students.