Artificial Intelligence and Extended Reality in Special Education: A Scoping Review of Current Evidence, Emerging Trends, and Future Research

Abstract

Digital technologies are transforming instruction and generating new ways to support students with disabilities. Extended reality (XR) technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), along with advances in artificial intelligence (AI), provide immersive, interactive, and increasingly customized learning experiences.

This scoping review analyzes scholarly and gray literature regarding the application of AI and XR technologies in special education. Using established scoping review methodologies, literature published between the timeframe of 2010 and 2026 was examined to identify current applications, instructional outcomes, emerging trends, implementation challenges, and future directions for research and practice. Included were peer-reviewed studies, conference proceedings, policy documents, professional reports, and practitioner resources.

The overall findings uncover an expanding body of evidence supporting the use of XR technologies to increase student engagement, academic achievement, vocational preparation, community navigation, and independent living skills. This review further underscores the emerging integration of AI, enabling adaptive instruction, individualized feedback, and responsive learning experiences for students with special needs. Additional themes include the broadening of XR applications across diverse disability populations, the role of immersive technologies as assistive and accessibility tools, and the growing integration of XR and AI into educator preparation and professional development