The role of virtual reality in the learning process of individuals with intellectual disabilities

Malaquias, Fernanda Francielle de Oliveira; Malaquias, Rodrigo Fernandes

doi:10.3233/tad-160454

Cited by 18 publications

(13 citation statements)

References 29 publications

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“…Immersive technologies such as virtual reality (VR) hold great potential in delivering enjoyable and therapeutic experiences [3]. VR is commonly being considered by researchers and educators to provide safe access to realistic experiences that may otherwise be logistically difficult, dangerous, or impractical to implement [4,5]. Exposure to VR settings that provide a sense of distance from routine can reduce stress and improve mood [6].…”

Section: Introductionmentioning

confidence: 99%

Using Virtual Reality to Improve Classroom Behavior in People With Down Syndrome: Within-Subjects Experimental Design

Michalski¹,

Szpak²,

Ellison³

et al. 2022

JMIR Serious Games

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Background People with Down syndrome face various learning challenges. Introducing new and enjoyable experiences in learning settings may improve learning outcomes. Immersive and interactive technologies such as virtual reality can be used to deliver rich visual experiences in classrooms. Objective The aim of this study was to investigate the feasibility and benefits of virtual reality exposure for people with Down syndrome in learning settings. Methods To address this aim, we used a within-subjects design to assess the effect of a brief virtual reality drawing experience and conventional drawing experience on subsequent behavior in 16 participants. Results Large positive effects were found for virtual reality drawing (t15=5.020, P<.001) and conventional drawing (t15=3.720, P=.002) in improving subsequent behavior in a learning setting. Irrespective of the intervention, the participant’s mood, attention, and overall behavior significantly improved. No significant differences were found between the interventions (t15=–0.648; P=.53). Conclusions This study’s results are encouraging for researchers and educators interested in using virtual reality for people with Down syndrome, as virtual reality was found to be highly feasible. Recommendations are made for researchers and educators interested in providing virtual reality experiences for people with Down syndrome.

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Section: Introductionmentioning

confidence: 99%

Using Virtual Reality to Improve Classroom Behavior in People With Down Syndrome: Within-Subjects Experimental Design

Michalski¹,

Szpak²,

Ellison³

et al. 2022

JMIR Serious Games

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“…Finally, the review study conducted by Malaquias and Malaquias (2016) highlighted the role of virtual reality in the learning process of people with intellectual disabilities. The study showed that virtual environments help people with intellectual disabilities to develop spatial knowledge, learn logical-mathematical concepts, perform day-to-day activities such as grocery and school shopping, and repeated practice in virtual environments increases the probability of generalization in real-world situations and daily circumstances.…”

Section: Discussionmentioning

confidence: 99%

O uso de jogos interativos por crianças com síndrome de Down

Pelosi¹,

Teixeira²,

Nascimento³

2019

Cad. Bras. Ter. Ocup.

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Introduction: Playing is fundamental for children's development and an important resource in working with children, but it is important to consider that toys and games have been transformed and the virtual games were included, which started to be used in Occupational Therapy. Objective: To analyze three platforms and six virtual games, to describe the participation of children with Down syndrome in the use of interactive games and to identify the most accessible platform, and the preference of the children. Method: This is an exploratory, descriptive study with a quantitative approach involving 13 children with Down syndrome, aged between 10 and 13 years old, using six interactive games from Leap Motion, Nintendo platforms Wii  and Timocco. Results: In the children's performance variables, the Timocco Platform reached the highest averages, with statistically significant differences in: "knowing what to do," "respecting the distance indicated for the platform," "playing with independence," and "players´ performance." The correlation between the "players´ performance" and the "demonstration of interest" variables presented significant results. In children's evaluation on the platform and the preferred game, Timocco was chosen, with the game called Falling fruits. The reasons for this choice included the fact that the game was fun, the child's good performance and is easy to play. Conclusion: The Timocco platform presented a higher average in all the variables studied, pointing to the importance of carrying out new studies in which the platform games can be used as an occupational therapy resource for children with Down syndrome, aiming to stimulate the development learning. O uso de jogos interativos por crianças com síndrome de DownResumo: Introdução: O brincar é fundamental para o desenvolvimento infantil e um importante recurso no trabalho com crianças, mas é importante considerar que os brinquedos e brincadeiras vêm se transformando e incluíram os jogos virtuais, que passaram a ser utilizados nos atendimentos de terapia ocupacional. Objetivo: Analisar três plataformas e seis jogos virtuais, descrever a participação de crianças com Síndrome de Down no uso de jogos interativos, identificar a plataforma mais acessível e a preferência das crianças. Método: Trata-se de um estudo descritivo exploratório, com abordagem quantitativa, que contou com a participação de 13 crianças com síndrome de Down, com idades entre 10 e 13 anos, no uso de seis jogos interativos das plataformas Leap Motion, NintendoWii  e Timocco. Resultados: Verificou-se que, em relação às variáveis de desempenho das crianças, a Plataforma Timocco alcançou as maiores médias, com diferenças estatisticamente significativas em: "saber o que fazer", "respeitar a distância indicada para a plataforma", "jogar com independência" e "desempenho dos jogadores".A correlação entre as variáveis "desempenho dos jogadores" e a "demonstração de interesse" apresentou resultado significativo. Na avaliação das crianças sobre a plataforma e o jogo preferido, a escolhid...

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“…In sum, embodying an avatar in IVR might improve the usability [47], spatial awareness [6,41], and (self) presence [27,60], though adverse effects can occur due to an increase in complexity [56]. Yet, till now, design requirements for such IVR avatars and the feasibility to induce the IVBO have not been explored in people with MBID.…”

Section: Goal Of This Workmentioning

confidence: 99%

“…By using the term MBID, we combine the groups mild intellectual disability (IQ = 50-69) and borderline intellectual functioning (IQ = 70-85), as they often encounter similar challenges in life, for instance regarding mental health treatments [3][4][5]. Previous work suggests that IVR could help to reduce learning barriers by making, for example, abstract concepts and interrelations graspable [6][7][8]. However, the application of IVR and knowledge on requirements in MBID remain low [9], as few scholars explored IVR interactions in this group [10][11][12].…”

Section: Introduction Backgroundmentioning

confidence: 99%

Immersive Virtual Reality Avatars for Embodiment Illusions in People with Mild to Borderline Intellectual Disability: User-Centered Development and Feasibility Study. (Preprint)

Langener¹,

Klaassen²,

VanDerNagel³

et al. 2022

Preprint

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BACKGROUND Immersive Virtual Reality (IVR) has been investigated as tool for treating psychiatric conditions. Especially the practical nature of IVR, by offering a doing instead of talking approach, could support people who do not benefit from existing treatments. Hence, people with mild to borderline intellectual disability (MBID, IQ = 50-85) might profit particularly from IVR therapies, for instance, to circumvent issues in understanding relevant concepts and interrelations. In this context, immersing the user into a virtual body (i.e. avatar) appears promising for enhancing learning (e.g. by changing perspectives) and usability (e.g. natural interactions). However, design requirements, immersion procedures, and the proof of concept of such embodiment illusion (i.e. substituting the real body with a virtual one) have not been explored in this group. OBJECTIVE Our work aimed to establish design guidelines for IVR embodiment illusions in people with MBID. We explored three factors to induce the illusion, by testing the (1) avatar’s appearance, (2) locomotion using IVR controllers, and (3) virtual object manipulation. Further, we report on the feasibility to induce the embodiment illusion and provide procedural guidance. METHODS We conducted a user-centered design with 29 end-users in care facilities, to investigate the (1) avatar’s appearance, (2) controller-based locomotion (i.e. teleport, joystick, or hybrid), and (3) object manipulation. Three iterations were conducted using semi-structured interviews to explore design factors to induce embodiment illusions in our group. To further understand the influence of interactions on the illusion, we measured the Sense of Embodiment (SoE) during five interaction tasks. RESULTS IVR embodiment illusions can be induced in adults with MBID. To induce the illusion, having a high degree of control over the body outweighed avatar customization, despite the participants' desire to replicate the own body image. Likewise, the highest SoE was measured during object manipulation tasks, which required a combination of (virtual) locomotion and object manipulation behavior. Notable, interactions that are implausible (e.g. teleport, occlusions when grabbing) showed a negative influence on the SoE. Contrarily, implementing artificial interaction aids into the IVR avatar’s hands (i.e. for user interfaces) did not diminish the illusion, presuming that the control was unimpaired. Nonetheless, embodiment illusions showed a tedious and complex need for (control) habituation (e.g. motion sickness), possibly hindering uptake in practice. CONCLUSIONS Balancing the embodiment immersion, by focusing on interaction habituation (e.g. controller-based locomotion) and lowering customization effort seems crucial to achieve both a high SoE and usability for people with MBID. Hence, future work should investigate requirements for natural IVR avatar interactions by using multisensory integrations for the virtual body (e.g. animations, physics-based collision, touch), and other interaction techniques (e.g. hand tracking, redirected walking). In addition, procedures and usage for learning should be explored for tailored mental health therapies in people with MBID.

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The role of virtual reality in the learning process of individuals with intellectual disabilities

Cited by 18 publications

References 29 publications

Using Virtual Reality to Improve Classroom Behavior in People With Down Syndrome: Within-Subjects Experimental Design

Using Virtual Reality to Improve Classroom Behavior in People With Down Syndrome: Within-Subjects Experimental Design

O uso de jogos interativos por crianças com síndrome de Down

Immersive Virtual Reality Avatars for Embodiment Illusions in People with Mild to Borderline Intellectual Disability: User-Centered Development and Feasibility Study. (Preprint)

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