Supporting Dyslexic University Students using Artificial Intelligence and Virtual Reality

• Autores: José Manuel Alcalde Llergo
• Directores de la Tesis: Enrique Yeguas Bolívar (dir. tes.)
• Lectura: En la Universidad de Córdoba (ESP) ( España ) en 2026
• Idioma: inglés
• Tribunal Calificador de la Tesis: Eugenio Guglielmelli (presid.) , Manuel Marín (secret.) , Nuria Medina Medina (voc.)
• Programa de doctorado: Programa de Doctorado en Computación Avanzada, Energía y Plasmas por la Universidad de Córdoba
• Calificación: Sobresaliente Cum Laude
• Enlaces
  • Tesis en acceso abierto en: Helvia
• Resumen

  • Dyslexia is one of the most prevalent specific learning disorders, affecting up to 17% of the population and persisting into adulthood. Although significant efforts have been made in early diagnosis and intervention at the primary and secondary education levels, support for dyslexic students in higher education remains insufficient. This gap often leads to academic dropouts, delayed graduation, and increased psychosocial distress. To address these challenges, this thesis explores the integration of Artificial Intelligence (AI) and Virtual Reality (VR) technologies to provide both personalized academic support and enhanced empathy within university contexts.

    The research was conducted within the VRAIlexia project, which aims to improve inclusiveness in higher education for students with dyslexia. Two main objectives guided this work: the development of AI-driven methodologies for personalized recommendation of compensatory tools and learning strategies, and the design of immersive VR applications for psychometric assessment and empathy promotion towards dyslexics in higher academic contexts. The AI component involves analyzing data from dyslexic students, optimizing machine learning models for predicting effective learning strategies, and implementing a recommendation system to be integrated into the BESPECIAL platform, designed within the VRAIlexia project context. The VR component includes both data collection from dyslexic students and the creation of two interactive environments, The Virtual Campus and The Magic Potion, that simulate the cognitive challenges of dyslexia, promoting awareness among peers, educators, and families.

    Together, these contributions establish an innovative framework that combines AI-based personalization with VR-based experiential learning. The outcomes demonstrate the potential of emerging technologies to foster both cognitive and emotional inclusion, setting the stage for more adaptive and empathetic educational environments in higher education.