Available online: (accessed on 11 February 2021). Available online: (accessed on 13 December 2020). Embracing Dyslexia-Crossing the Chasm and Saving Lives. The funders had no role in the design of the study in the collection, analyses, or interpretation of data in the writing of the manuscript or in the decision to publish the results. The authors declare no conflict of interest. The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology.
This is a qualitative and interpretative study with a descriptive character. The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty.
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