3E Pedagogy through XR

Inclusive Educational Practices for Students with Special Educational Needs

Abstract

Formal education today is out of sync with how we now understand learning. Schools still use old structures from the 19th century and rely on teaching methods from the 20th century that see thinking as separate from the body and environment (Abrahamson, 2014). However, modern neuroscience and newer theories—like 4E and 3E cognition—offer a different view. These ideas say that thinking is shaped by the body, actions, and surroundings (Parada et al., 2024). This new perspective supports more inclusive teaching methods, especially when combined with immersive technologies that help students with Special Educational Needs (SEN) (Videla et al., 2025).

This paper presents a new inclusive teaching framework based on 3E cognition and a method called SpEED (Special Education and Embodied Design) (Tancredi et al., 2021). The research follows a qualitative, constructivist approach influenced by post-cognitive views and cognitive anthropology (Creswell, 2017). It uses multiple case studies with an ethnographic focus. The goal was to explore teaching practices in Chile that support learning through doing, across physical, technological, and cultural settings. Data were collected through observations, field notes, photos, and videos to show how technology and teaching methods created inclusive learning experiences in primary and secondary schools.

One example involved 12 high school students in Chile with specific learning difficulties (SLD). Five students with language challenges worked on reading comprehension using augmented reality (AR) and 3D scenes. They used tools like CoSpaces and Merge Cube to mix audio, group reading, and visual storytelling. This helped them understand the text better and learn through hands-on, interactive experiences. At the same time, seven students with math difficulties used virtual reality (VR) headsets and Gravity Sketch to explore geometry. They moved from 2D problems to paper models, then to virtual 3D shapes. This helped them understand concepts better and improve focus and spatial thinking.

The findings show that immersive technologies like AR and VR, when used with active teaching methods and environmental support, can change traditional classrooms into more dynamic learning spaces. These tools increased student interest, understanding, and motivation, while adapting to each learner’s needs. The study suggests that XR technologies don’t just improve teaching—they reshape the learning environment to be more inclusive and responsive. By using AR/VR and culturally meaningful apps, this framework goes beyond Universal Design for Learning (UDL) by focusing on multimodal perception, embodied learning, and context-aware design. This work adds to the discussion on inclusive education by offering real-life strategies that can be used more widely. In short, the study shows that immersive and ecologically grounded education can support fairness and cognitive justice in today’s digital world. It reimagines classrooms as active partners in learning, where the brain, body, and environment work together, creating new paths for inclusive and embodied teaching (Macrine and Fugate, 2022).