Interactive System to Improve the Skills of Children with Dyslexia: A Preliminary Study

Buele, Jorge; López, Victoria M.; Salazar, L. Franklin; Edisson, Jordan-H.; Reinoso, Cristina; Carrillo, Sandra; Soria, Angel; Andrango, Raúl; Urrutia-Urrutia, Pilar

doi:10.1007/978-981-13-9155-2_35

Cited by 17 publications

(8 citation statements)

References 17 publications

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“…Four studies explored the feasibility of VRGs on SLDs, such as dyslexia, dysgraphia, and dyscalculia. The results showed that people with SLD improved in their attention control skills, resulting in significant improvements in learning performance [106][107][108][109]. Motivation and interest in learning increased [107].…”

Section: Vrgs For Meta-skills Training In Specific Learning Difficultiesmentioning

confidence: 97%

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

2023

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Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.

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Section: Vrgs For Meta-skills Training In Specific Learning Difficultiesmentioning

confidence: 97%

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

2023

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“…From astronomy [30,32] to agriculture [2,4,47,48] to K-12 education [5,28] to software bugs and analysis [34,38,39], the velocity of dataset creation has surged in recent years. While machine and deep learning algorithms seek to perform classification and segmentation on all datasets, the semantics around these operations vary for each dataset.…”

Section: A Surge In Datasetsmentioning

confidence: 99%

A Case for Dataset Specific Profiling

Ockerman¹,

Wu²,

Stewart³

2022

Preprint

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Data-driven science is an emerging paradigm where scientific discoveries depend on the execution of computational AI models against rich, discipline-specific datasets. With modern machine learning frameworks, anyone can develop and execute computational models that reveal concepts hidden in the data that could enable scientific applications. For important and widely used datasets, computing the performance of every computational model that can run against a dataset is cost prohibitive in terms of cloud resources. Benchmarking approaches used in practice use representative datasets to infer performance without actually executing models. While practicable, these approaches limit extensive dataset profiling to a few datasets and introduce bias that favors models suited for representative datasets. As a result, each dataset's unique characteristics are left unexplored and subpar models are selected based on inference from generalized datasets. This necessitates a new paradigm that introduces dataset profiling into the model selection process. To demonstrate the need for dataset-specific profiling, we answer two questions:(1) Can scientific datasets significantly permute the rankorder of computational models compared to widely used representative datasets? (2) If so, could lightweight model execution improve benchmarking accuracy? Taken together, the answers to these questions lay the foundation for a new dataset-aware benchmarking paradigm.

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“…The work in [10] describes the background and rationale for developing iSocial as well as displaying the overview of the system. A similar virtual environment platform [11] integrates three-dimensional interactive systems aimed to improve the skills of children with dyslexia. This platform combines visual and auditory messages that complement each other, in order to provide an immersive experience and to train more than one of the five senses at a time.…”

Section: Related Work a Existing Virtual Learning Environmentsmentioning

confidence: 99%

A Networked Social Virtual Reality Learning Environment Platform for Special Education

Oruche

Akashe

Valluripally

et al. 2021

2021 IEEE 46th Conference on Local Computer Networks (LCN)

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Delivering curriculum using desktop-based virtual learning environment (VLE) technologies in a collaborative group setting has been shown to reduce the social skill limitations of students with learning disabilities. However, the lack of the immersiveness and effective generalization of acquiring knowledge and skills among students remains a critical challenge in the interactive tools used in current VLEs. In this paper, we present a networked social virtual reality learning environment (VRLE) system viz., vSocial that has been redesigned based on iterative user feedback and developed in order to leverage the latest advances in integration of smart devices such as VR headsets for virtual content delivery. We describe a comparative study to evaluate technology trade-offs in the development process of transitioning from a VLE to a VRLE, from both technological and user (e.g., student/instructor) perspectives. Lastly, we outline open issues in using VRLEs which include: system complexity, emotion recognition, cybersickness and system sustainability.

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Interactive System to Improve the Skills of Children with Dyslexia: A Preliminary Study

Cited by 17 publications

References 17 publications

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

A Case for Dataset Specific Profiling

A Networked Social Virtual Reality Learning Environment Platform for Special Education

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