JMIR serious games · 2022
Using Virtual Reality to Improve Classroom Behavior in People With Down Syndrome: Within-Subjects Experimental Design.
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Michalski Stefan Carlo, Szpak Ancret, Ellison Caroline, Cornish Rowena, Loetscher Tobias
Аннотация
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.
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.