This study design investigates the empirical efficacy of an Adaptive Mixed Reality Learning Environment (AMRLE) tailored for educable adolescents and young adults (aged 10-20) diagnosed with mild-to-moderate intellectual disabilities in Jeddah, Saudi Arabia. Standard digital user interfaces often impose heavy cognitive taxes on neurodivergent learners, generating a operational digital divide that limits their independence. To address this issue, an intelligent application was developed to track behavioral metrics, including response latency and error frequency, dynamically delivery sensory scaffolding, visual pruning, and localized Arabic auditory guidance. The primary purpose is to systematically evaluate the clinical-pedagogical impact of this dynamic spat…

Inclusion Criteria:

1. Enrolled in certified special education centers or inclusive schools in Jeddah, Saudi Arabia.
2. Chronological age between 10.0 and 20.0 years.
3. Official clinical diagnosis of mild-to-moderate intellectual disability based on DSM-5 criteria.
4. IQ score ranging between 50 and 69, measured via standardized Arabic versions of Stanford-Binet or WISC-V scales calibrated for the Saudi population.
5. Classified under the Saudi educational framework as "Educable Intellectual Disability," displaying basic functional communication and the ability to follow two-step verbal commands.
6. Normal or corrected-to-normal vision and hearing, with manual dexterity to interact with objects.

Exclusion Criteria:

1. Co-occurring severe neurodevelopmental conditions (e.g., profound Autism Spectrum Disorder with severe self-injurious or aggressive behavioral manifestations).
2. Documented medical history of photosensitive epilepsy or severe vestibulo-ocular reflex disorders triggered by digital or stereoscopic displays.
3. Total absence of functional verbal comprehension in Arabic.