THE POSSIBILITIES OF A VIRTUAL LABORATORY IN TEACHING COMPUTER SCIENCE BASED ON NEURODIDACTIC TASKS IN AN INCLUSIVE EDUCATION ENVIRONMENT

Abstract

Abstract. This study represents exploratory (pilot) research focused on the use of virtual laboratories in inclusive education. The main goal is to design a neurodidactic virtual laboratory model for teaching computer science, adapted to the capabilities and needs of students with special educational needs (SEN). The model is based on the principles of neurodidactic learning and considers the cognitive and sensory characteristics of learners with hearing, vision, and musculoskeletal impairments. It includes adaptive interfaces, specialized visualization tools, and personalized interaction scenarios that promote engagement and accessibility. The pilot phase involved twenty three third-grade students and an additional survey of fourteen teachers selected through purposive sampling. Ethical approval was obtained from parents and school administration. Two validated instruments were applied: the Digital Learning Motivation Scale and the Cognitive Engagement Checklist (Cronbach’s α = 0.86; r = 0.81). Moreover, most participants highly rated the accessibility and clarity of the virtual laboratory, while teachers positively perceived it as a tool for individualizing the learning process and enhancing inclusive practice. Statistical results indicated significant improvement in students’ cognitive engagement and digital learning motivation (t = 2.87, p < 0.01). Teachers also reported that adaptive tasks and multimodal feedback improved students’ focus and comprehension. Due to the small sample size and absence of a control group, the findings are presented as preliminary. Nevertheless, the developed virtual laboratory model demonstrates the potential to enhance accessibility, motivation, and cognitive engagement in inclusive computer science education and provides a foundation for future large-scale empirical research.