Virtual Reality and Metacognition for Learning Disabilities: Comparison
Please note this is a comparison between Version 1 by Athanasios S. Drigas and Version 6 by Conner Chen.

LThearning disabilities are defined as a set of neurodevelopmental disorders of biological basis that induce cognitive abnormalities as well as symptoms related to emotional and behavioral current research aims to investigate the effectiveness of brain-rewiring techniques applied in virtual reality environments as a pioneer intervention for people with learning disabilities and various disorders. Metacognition is defined by Drigas and Mitsea as the “set of regulatory meta-abilities and meta-skills that are consciously applied aiming at the smooth operationIn addition, we examine whether these VR-assisted techniques can improve metacognitive skills. Specifically, we emphasize the advantage of VR clinical hypnosis, VR neurolinguistic programming, VR subliminal training, VR fast learning, VR mindfulness, and VR breathing training. The results of this review study revealed that virtual reality provides a fertile ground for the practice of the rapeutic metacognitive & psychophysiological mechanism as a means of achieving functional capability, self-efficacy, independent living & life satisfaction. Virtual reality (VR) is commonly regarded as a technology that induces virtual immersion in a digital world via the use of a computerized graphic simulation that allows users to immerse themselves in an interactechniques. In addition, experimental research revealed beneficial effects on learning disabilities, cognitive impairments, autism, ADHD (attention deficit hyperactivity disorder), depression, generalized anxiety disorder, phobias, and behavioral and emotional disorders. It was revealed that VR brain-rewiring techniques constitute effective metacognitive strategies for people with various disorders. Therapists, educators, parents, and even patients could utilize VR brain-rewiring techniques at home, at school, or in the workplace to train the 21st-century meta-abilities. This study also highlights the need to create virtual metacognitive three-dimensional world brimming with various sensory and emotional experiencesraining environments to accelerate inclusion, equity, and peak performance.

  • inclusion
  • education transformation
  • metacognition
  • learning disabilities
  • virtual reality
  • metacognitive techniques
  • VR speed learning
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  123. Drigas, A.S.; Vrettaros, J.; Koukianakis, L.G.; Glentzes, J.G. A Virtual Lab and e-learning system for renewable energy sources. In Proceedings of the 1st WSEAS/IASME International Conference on Educational Technologies, Tenerife, Spain, 16–18 December 2005.
  124. Drigas, A.S.; Argyri, K.; Vrettaros, J. Decade review (1999–2009): Artificial intelligence techniques in student modeling. In World Summit on Knowledge Society; Springer: Berlin/Heidelberg, Germany, 2009; pp. 552–564.
  125. Vrettaros, J.; Tagoulis, A.; Giannopoulou, N.; Drigas, A. An empirical study on the use of Web 2.0 by Greek adult instructors in educational procedures. World Summit Knowl. Syst. (WSKS) 2009, 49, 164–170.
  126. Drigas, A.; Dourou, A. A Review on ICTs, E-Learning and Artificial Intelligence for Dyslexic’s Assistance. Int. J. Emerg. Technol. Learn. (iJET) 2013, 8, 63–67.
  127. Drigas, A.S.; Ioannidou, R.E. Artificial intelligence in special education: A decade review. Int. J. Eng. Educ. 2012, 28, 1366.
  128. Drigas, A.; Leliopoulos, P. The Use of Big Data in Education. Int. J. Comput. Sci. Issues 2014, 11, 58–63.
  129. Anagnostopoulou, P.; Alexandropoulou, V.; Lorentzou, G.; Lykothanasi, A.; Ntaountaki, P.; Drigas, A. Artificial intelligence in autism assessment. Int. J. Emerg. Technol. Learn. (iJET) 2020, 15, 95–107.
  130. Pappas, M.; Drigas, A. Incorporation of artificial intelligence tutoring techniques in mathematics. Int. J. Eng. Pedagog. 2016, 6, 12–16.
  131. Papanastasiou, G.P.; Drigas, A.S.; Skianis, C. Serious games in preschool and primary education: Benefits and impacts on curriculum course syllabus. Int. J. Emerg. Technol. Learn. 2017, 12, 44–56.
  132. Kokkalia, G.; Drigas, A.; Economou, A.; Roussos, P.; Choli, S. The use of serious games in preschool education. Int. J. Emerg. Technol. Learn. 2017, 12, 15–27.
  133. Drigas, A.S.; Pappas, M.A. Online and Other Game-Based Learning for Mathematics. Int. J. Online Eng. 2018, 11, 62.
  134. Papanastasiou, G.; Drigas, A.; Skianis, C.; Lytras, M.D. Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities. Program 2017, 51, 424–440.
  135. Kokkalia, G.; Drigas, A.; Economou, A. The role of games in special preschool education. Int. J. Emerg. Technol. Learn. (iJET) 2016, 11, 30–35.
  136. Drigas, A.; Papoutsi, C. Emotional intelligence as an important asset for HR in organizations: Leaders and employees. Int. J. Adv. Corp. Learn. 2019, 12, 56–66.
  137. Drigas, A.S.; Pappas, M.A. The consciousness-intelligence-knowledge pyramid: An 8 × 8 layer model. Int. J. Recent Contrib. Eng. Sci. IT (iJES) 2017, 5, 14–25.
  138. Drigas, A.; Papoutsi, C. The Need for Emotional Intelligence Training Education in Critical and Stressful Situations: The Case of COVID-19. Int. J. Recent Contrib. Eng. Sci. IT 2020, 8, 20–35.
  139. Papoutsi, C.; Drigas, A. Games for Empathy for Social Impact. Int. J. Eng. Pedagog. 2016, 6, 36–40.
  140. Karyotaki, M.; Drigas, A. Online and other ICT Applications for Cognitive Training and Assessment. Int. J. Online Biomed. Eng. 2015, 11, 36–42.
  141. Chaidi, Ι.; Drigas, A. Autism, Expression, and Understanding of Emotions: Literature Review. Int. J. Online Biomed. Eng. 2020, 16, 94–111.
  142. Drigas, A.S.; Karyotaki, M. A Layered Model of Human Consciousness. Int. J. Recent Contrib. Eng. Sci. IT (iJES) 2019, 7, 41–50.
  143. Karyotaki, M.; Drigas, A. Latest trends in problem solving assessment. Int. J. Recent Contrib. Eng. Sci. IT (iJES) 2016, 4, 4–10.
  144. Angelopoulou, E.; Drigas, A. Working Memory, Attention and their Relationship: A theoretical Overview. Res. Soc. Dev. 2021, 10, 5.
  145. Kokkalia, G.; Drigas, A.; Economou, A.; Roussos, P. School Readiness from Kindergarten to Primary School. Int. J. Emerg. Technol. Learn. 2019, 14, 4.
  146. Stavridou, T.; Driga, A.M.; Drigas, A. Blood Markers in Detection of Autism. Int. J. Recent Contrib. Eng. Sci. IT 2021, 9, 79–86.
  147. Driga, A.M.; Drigas, A.S. Climate Change 101: How Everyday Activities Contribute to the Ever-Growing Issue. Int. J. Recent Contrib. Eng. Sci. IT 2019, 7, 22–31.
  148. Driga, A.M.; Drigas, A. ADHD in the Early Years: Pre-Natal and Early Causes and Alternative Ways of Dealing. Int. J. Online Biomed. Eng. 2019, 15, 95.
  149. Rousseaux, F.; Bicego, A.; Ledoux, D.; Massion, P.; Nyssen, A.S.; Faymonville, M.E.; Vanhaudenhuyse, A. Hypnosis associated with 3D immersive virtual reality technology in the management of pain: A review of the literature. J. Pain Res. 2020, 13, 1129.
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