Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines.

The flow state is a mental state in which a person is fully immersed in an activity and experiences a sense of energized focus, full involvement, and enjoyment. It is a highly desirable state for learning, as it allows students to be more engaged and productive. However, achieving the flow state can be challenging, and there is no single method guaranteed to achieve all the conditions of this state. Additionally, this study argues that achieving the flow state is advantageous in STEAM education because it has the potential to increase student engagement and motivation, improve learning outcomes, promote creativity and problem-solving skills, and develop 21st-century skills such as collaboration and critical thinking. Therefore, this study aims to develop a new framework for achieving the flow state in STEAM education by investigating the implementation of a combined approach using impactful technology (ITU) and gamification (IGU). The framework combines impactful technology use (ITU) and impactful gamification use (IGU) to create activities that are challenging, have clear goals, provide immediate feedback, and promote action-awareness merging. A concurrent triangulation mixed-methodology research design was used, with data collected from teachers, students, and parents through questionnaires, interviews, and observations. The researcher used purposive sampling to determine the sample, which consisted of eighty-nine teachers, ten students, ten parents, and ten lesson observations. The study is significant because it is the first to propose a new model for achieving the flow state in STEAM education. The findings were used to develop the New Combined Flow Framework (NCFF), which supports achieving the conditions for the flow state in STEAM learning through the combined use of ITU and IGU. This new framework can be used by education professionals to practically achieve the flow state in STEAM classes. By understanding how to achieve the flow state, educators can create more engaging and effective learning experiences for their students, potentially revolutionizing STEAM education and making it more accessible to all students.

The purpose of this study was to examine whether visually impaired students can build educational robots and program them if they receive adapted materials and instructions with guided instruction from well-trained educators in the fields of inclusive STEM Classrooms. Discussion of the technologies and our experimental approach is presented in this paper and validated through the continued successful effort with visually impaired students for two years of the program and specialists in the field of visual impairment and STEAM, we also validated our approach by performing experimental classes for students with different visual impairments and ages. The results indicated that the approach used by BASAER team was successful in enabling the blind and visually impaired students to build and program educational robotics and to participate effectively in national and international STEAM programs and competitions, with some limitations and Challenges encountered and explored during this research. The results from this study will be used to suggest a fully adapted system to support full inclusion for blind and visually impaired students in educational robots in STEAM context and to promote the adoption of this study and similar studies toward Inclusive STEM Classrooms.