Virtual Reality as an Environment for Learning: Facilitating a Controlled Environment for Pupils with Diagnosed Concentration Disorders

  • Eva Mårell-OlssonEmail author
  • Thomas Mejtoft
  • Jenny Kinert


Pupils with concentration disorders need an education that is adapted for them, otherwise they could get a harder time fulfilling the goals of their education. They often need an adjustable learning environment with fewer distractions, clear tasks, lots of encouragement, and the possibility to succeed. Unfortunately, the public educational system sometimes fails in providing pupils the aid and support they need.

This paper presents a study regarding how Virtual Reality (VR) can be used as a learning support for pupils of age 16–18 years with diagnosed concentration disorders and how this type of technology can support them to accomplish their educational goals to a higher extent. The study is performed as a case study with three sources of data: (1) observations during a key task test, (2) qualitative interviews with the participants, and (3) a survey. First, during the key task test, the informants explored two Virtual Reality applications designed for educational purposes. Second, to get a deeper understanding of the participants’ experience on how Virtual Reality can be used in education, the results of the interviews were then compared to the results of the test. Third, the survey regarding general opinions and thoughts about using Virtual Reality for educational purposes were then used as a complement to the interview study and observations during the key task test (e.g., triangulation).

The findings are presented in three themes, where each one of them processes important features as what the technology needs to provide in order to be suitable for use in learning environments. The presented themes are: (1) the ability to concentrate, (2) the usability of VR, and (3) the possibility to learn. The findings indicate that the level of concentration can be increased while using VR technology due to a controlled environment. Further, the findings indicate that VR technology can be suitably used as a complement in education for pupils with concentration disorders, and in addition, it can support pupils to develop their own knowledge according to their specific needs.


Virtual Reality Wearable enhanced learning Controlled learning environment Learning Concentration disorders 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Eva Mårell-Olsson
    • 1
    Email author
  • Thomas Mejtoft
    • 2
  • Jenny Kinert
    • 2
  1. 1.Department of Applied Educational ScienceUmea UniversityUmeåSweden
  2. 2.Department of Applied Physics and ElectronicsUmea UniversityUmeåSweden

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