Immersive virtual reality is more effective than non‐immersive devices for developing real‐world skills in people with intellectual disability.
Background: People with intellectual disability (ID) demonstrate persistent challenges around developing life skills. Immersive virtual reality (IVR) is gaining interest as a tool for training life skills as it enables individuals to engage in hands‐on learning in a safe, controlled and repeatable e...
| Publicado en: | Journal of Intellectual Disability Research Vol. 68; no. 12; pp. 1358 - 1374 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180657482&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180657482 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Dec2024 vid: 68 iid: 12 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180657482 179136503 180657482 180657482 10.1111/jir.13177 180657482 ppf: 1358 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Immersive virtual reality is more effective than non‐immersive devices for developing real‐world skills in people with intellectual disability. aug: au: Franze, A. Loetscher, T. Gallomarino, N. C. Szpak, A. Lee, G. Michalski, S. C. affil: UniSA Justice and Society, University of South Australia, Adelaide, Australia sug: subj: Intellectual Disability Virtual Reality Methods Learning Methods Social Skills Training Skill Acquisition Education Outcomes of Education Evaluation Human Funding Source Male Female Adult Comparative Studies Descriptive Statistics Motion Sickness Technology Developmental Disabilities Adult: 19-44 years Male Female ab: Background: People with intellectual disability (ID) demonstrate persistent challenges around developing life skills. Immersive virtual reality (IVR) is gaining interest as a tool for training life skills as it enables individuals to engage in hands‐on learning in a safe, controlled and repeatable environment. However, there are concerns about the potential drawbacks of IVR, such as cybersickness and practical challenges with using the equipment, which may hinder its widespread adoption in educational settings. The current study aimed to compare the effectiveness of training in IVR and a non‐immersive virtual environment for improving real‐world skills in people with ID. Methods: In the present study, 36 adults (16 female, 20 male) with ID were recruited from a disability organisation. Participants completed a real‐world assessment of waste management skills before and after training in either the IVR or non‐immersive group. Results: Consistent with our hypotheses, the IVR group scored significantly higher in the real‐world assessment after virtual training (d = 1), and at the 1‐week follow‐up (d = 1.12), compared with the non‐immersive group. Further analyses showed that the IVR group, but not the non‐immersive group, significantly improved performance in the real‐world assessment across timepoints. Conclusions: The findings indicate that IVR was more effective for improving and retaining real‐world waste management skills. This study supports IVR as a viable tool for professionals and caregivers to develop skills for independent living among people with ID. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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