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As Virtual Reality (VR) gains traction in education, its potential to support neurodivergent learners in cybersecurity training remains underexplored. This emerging technology report examines how VR can bridge the gap between STEM education and cybersecurity training for neurodivergent individuals, highlighting both its promise and the challenges that must be addressed. While VR-based cybersecurity simulations offer immersive, hands-on learning experiences that align with neurodivergent strengths, existing implementations often overlook critical accessibility considerations. This emerging technology report reviews current VR-based cybersecurity training systems, and provides insights and limitations in how they are supporting neurodivergent users. This report also addresses key challenges in this area of research such as cybersickness, the lack of neurodivergent representation in VR development, and the difficulty in creating realistic cybersecurity simulations. Given the rapid evolution of VR in cybersecurity education, ensuring accessibility requires intentional design choices and co-development with neurodivergent learners. We conclude by identifying research gaps and advocating for a more inclusive approach to VR-based cybersecurity education that fosters diversity within the field.
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A Review on Virtual Reality Skill Training Applications
This study aimed to discuss the research efforts in developing virtual reality (VR) technology for different training applications. To begin with, we describe how VR training experiences are typically created and delivered using the current software and hardware. We then discuss the challenges and solutions of applying VR training to different application domains, such as first responder training, medical training, military training, workforce training, and education. Furthermore, we discuss the common assessment tests and evaluation methods used to validate VR training effectiveness. We conclude the article by discussing possible future directions to leverage VR technology advances for developing novel training experiences.
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- PAR ID:
- 10225327
- Date Published:
- Journal Name:
- Frontiers in Virtual Reality
- Volume:
- 2
- ISSN:
- 2673-4192
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/frvir.2021.645153
