BRIDGING THE READINESS-EXPERIENCE GAP: A NEEDS ANALYSIS FOR VIRTUAL REALITY INTEGRATION IN INCLUSIVE EDUCATION

Abstract

This study examines students’ readiness, knowledge, acceptance and learning needs regarding the integration of Virtual Reality (VR) in inclusive education, with the aim of informing the development of a VR-based instructional module known as InclusiveVR. Employing a quantitative survey design within Phase 1 (Needs Analysis) of the Design and Development Research (DDR) framework, data were collected from 405 undergraduate students enrolled in inclusive education-related programmes at Universiti Pendidikan Sultan Idris (UPSI). The instrument consisted of five constructs: technology access and readiness, VR knowledge and literacy, acceptance of VR, inclusive education content needs, and VR design and learning experience. The findings indicate that students demonstrate high levels of technological readiness (M = 4.33) and acceptance of VR (M = 4.20), but only moderate levels of VR knowledge and practical experience (M = 3.54). Notably, very high mean scores were recorded for inclusive education content needs (M = 4.49) and preferences for immersive and interactive learning design (M = 4.44). These findings reveal a critical readiness–experience gap, where students are prepared and willing to engage with VR but lack meaningful exposure to its pedagogical application. The study contributes to the literature on immersive learning and inclusive pedagogy by providing empirical evidence supporting the integration of VR within inclusive education contexts. The findings also offer practical implications for instructional design, particularly within the frameworks of DDR and ADDIE, by highlighting the need for structured, experiential and user-centred VR-based learning environments. The development of InclusiveVR is therefore positioned as a pedagogically grounded intervention to transform inclusive education from traditional, lecture-based instruction to immersive and practice-oriented learning.