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| Autori principali: | , , |
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| Natura: | Preprint |
| Pubblicazione: |
2025
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| Soggetti: | |
| Accesso online: | https://arxiv.org/abs/2509.15545 |
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| _version_ | 1866915502637449216 |
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| author | Hamadi, Rachid Rezgui, Abdelmounaam Darejeh, Ali |
| author_facet | Hamadi, Rachid Rezgui, Abdelmounaam Darejeh, Ali |
| contents | The metaverse offers immersive and adaptive learning environments for neurodivergent students to thrive and reach their full potential. In this paper, we propose a generic framework that leverages metaverse services as an evolution beyond traditional service-oriented computing, enabling more interactive, personalized, and engaging educational experiences. By integrating AI-driven adaptability, multimodal interaction, and privacy-first service design, the framework ensures that learning remains accessible, inclusive, and secure. Additionally, we explore the challenges associated with scalability, data privacy, and ethical considerations while highlighting opportunities for fostering safe and student-centered virtual spaces. Our analysis underscores the potential of metaverse-based learning to bridge accessibility gaps, support social-emotional development, and empower neurodivergent learners in both digital and real-world settings. We also provide recommendations and policy considerations for creating a secure, inclusive, and scalable metaverse learn-ing ecosystem for neurodivergent students. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2509_15545 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | From Service-Oriented Computing to Metaverse Services: A Framework for Inclusive and Immersive Learning for Neurodivergent Students Hamadi, Rachid Rezgui, Abdelmounaam Darejeh, Ali Computers and Society The metaverse offers immersive and adaptive learning environments for neurodivergent students to thrive and reach their full potential. In this paper, we propose a generic framework that leverages metaverse services as an evolution beyond traditional service-oriented computing, enabling more interactive, personalized, and engaging educational experiences. By integrating AI-driven adaptability, multimodal interaction, and privacy-first service design, the framework ensures that learning remains accessible, inclusive, and secure. Additionally, we explore the challenges associated with scalability, data privacy, and ethical considerations while highlighting opportunities for fostering safe and student-centered virtual spaces. Our analysis underscores the potential of metaverse-based learning to bridge accessibility gaps, support social-emotional development, and empower neurodivergent learners in both digital and real-world settings. We also provide recommendations and policy considerations for creating a secure, inclusive, and scalable metaverse learn-ing ecosystem for neurodivergent students. |
| title | From Service-Oriented Computing to Metaverse Services: A Framework for Inclusive and Immersive Learning for Neurodivergent Students |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2509.15545 |