Revisiting multimedia learning design principles in virtual reality-based learning environments for autistic individuals

Virtual reality (VR) offers promising opportunities for supporting autistic learners in developing social and cognitive skills. However, designing VR-based learning environments optimized for these learners requires a nuanced understanding that addresses their unique needs. This review article reconsiders the key theories of multimedia learning, including cognitive load theory and cognitive theory of multimedia learning, with the aim of illuminating how these theories can inform the development of effective VR-based learning environments for autistic learners. We propose four design goals for a VR-based learning environment optimized for autistic learners: (1) minimizing learners’ extraneous load via attention guiding, (2) managing intrinsic cognitive load in problem-solving, (3) fostering germane processing through multiple representations, and (4) assessing cognitive load and implementing adaptive learning support design. In this exploration, we bring to demonstrate prevalent design challenges of existing VR-based learning environments for autistic individuals and offer prospective research trajectories for their enhancement. By incorporating a strengths-based approach, accommodating the diverse sensory needs, and recognizing the cognitive differences among autistic individuals, we aspire to advance a more inclusive VR design practice. This review presents crucial insights and direction for researchers and designers aiming to create effective, accessible, and inclusive VR-based learning environments for autistic learners and beyond.