The use of immersive interactive mixed reality (IMR) technologies has been of interest to educators due to the rapid advancement of technology, lowered cost, and increased engagement of the senses. This is particularly attractive in special needs education (SNE) as it can provide a safe space in which students can learn and practice skills needed in the real world. 86 students with diagnosed cognitive disabilities (aged 7-18) and 10 teachers from three schools in Singapore participated in the study. The Immersive Interactive Mixed Reality (IMR) was added to the school curriculum for 4-8 months, depending on the school. The efficacy and practicality of IMR intervention were assessed with qualitative interviews and quantitative surveys being analysed through statistical modelling. We showed improvement in students’ mental wellbeing, academic and social skills as well as a positive effect on teachers’ work satisfaction and sense of teacher efficacy. Based on the teachers’ feedback, IMR was helpful for SNE because of its engaging environment, interactive and playful nature leading to higher involvement, facilitation of social skills, calming and relaxation effect, and “sandbox” mode for skills to be practiced in a safe space. The IMR limitations included overstimulation effects on certain students. Also, some activities can be performed more effectively using other tools. Overall, we present data that shows benefits and highlights the practicality of IMR in SNE and make the argument for their further usage and development.
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