Table 1_Hercules VR: gamification, co-design, and biomimicry for VR design learning in students with disabilities.xlsx

Pre- and post-test instruments assessed VR design comprehension, collaborative participation, and intrinsic motivation. Results showed statistically significant within-group improvements across all self-reported dimensions (Wilcoxon signed-rank tests, all exact p < .001), with very large effect sizes (Rosenthal’s r = 0.86–0.87), computed from a dataset independently verified during revision. Post-test scores across the three outcomes were not significantly correlated, suggesting they changed relatively independently rather than as a single cohesive process.

Given the absence of a control group and the combined delivery of the three intervention components, findings are interpreted as descriptive evidence of within-group change rather than confirmation of a causal effect or of any individual component's specific contribution. Qualitative findings indicated that participants perceived the biomimetic model as helpful for understanding abstract concepts and experienced the learning process as more accessible, while the co-design component was associated, in participants’ accounts, with greater autonomy and active participation.

As an exploratory pilot study, these results suggest Hercules VR may offer a promising pedagogical approach for inclusive digital design education in similar higher-education contexts, though controlled, multi-institutional research is needed before broader replicability claims can be made. The framework aligns with Sustainable Development Goal 4 (Quality Education).</p>