Evaluating Students’ Experiences and Perceptions of a Digitalized Simulated Environment in a Distance Learning Program in Special and Inclusive Education

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Abstract

This study explores the integration of a digitalized simulated environment within a distance learning postgraduate course on inclusive education. Grounded in Activity Theory and Situated Learning Theory, the research investigates students’ perceptions of engagement, usability, instructional support, and educational value. Using a mixed-methods approach, data were collected from 258 survey respondents and focus groups with 7 participants. Findings indicate high levels of engagement, self-directed learning, and appreciation for authentic learning contexts. Students valued the simulation’s ability to bridge theory and practice, though technical and instructional improvements were suggested. The study highlights the transformative potential of simulation-based learning in online education and offers practical recommendations for designing immersive, effective, and learner-centered digital learning environments.

Authors

• Nikleia Eteokleous, Frederick University

• Raphaela Neophytou, Frederick University

• Olga Lyra, Frederick University