Virtual reality therapy in special needs education.
From therapy to inclusion
DOI:
https://doi.org/10.31074/gyntf.2022.3.259.271Kulcsszavak:
virtual reality, special needs education, rehabilitation, inclusionAbsztrakt
The Virtual Reality (VR) technology has become a part of our everyday lives. The VR systems allow the users to be directly involved in human-computer interaction. The Virtual Environment provides artificial sensory information, while Virtual Tools allow direct interaction from the users side. Virtual devices such as computers, smartphones, and interactive whiteboards often appear both in general and special education. Education and rehabilitation professionals also use VR systems in various fields. The aim of the study is to summarise the wide range of VR system applications in diversified areas of special education. Our literature review focuses on special education and rehabilitation, moving towards the context of inclusion. Based on the numerous research, applying VR tools to the educational field has been increasing year by year. In the early ’90s, researchers began using virtual learning environments and they demonstrated that the application of virtual methods can be extended to behavioral therapies (relate anxiety), physical therapies (e.g. wheelchair simulators), and to develop cognitive performance (to develop attention) or social skills (learning to navigate community literacy). VR systems allow the possibility of providing continuous feedback and the opportunity for interactive learning and skill development. In the practice of special needs education, VR systems are useful in intervention, as well as monitoring, and evaluation. By using VR systems, users from any age group can be motivated. Furthermore, these systems apply their own natural semantics and can be used without spoken language or other conventional symbols. VR can promote education more accessible and differentiated for children with disabilities. This is one of the conditions for the effectiveness of co-education. The VR systems make no distinction between the users, on the other hand, users with special needs may require more adaptation or support in using VR. Hungarian professionals in the field of special needs education are also using VR tools, which offer opportunities to develop skills for independent living.
Letöltések
Hivatkozások
Anderson, J. R. (2000). Learning and memory: an integrated approach. Wiley.
Ardai, E. & Vámos, T. (2016). Nintendo Wii játékok terápiás célú alkalmazása mozgáskorlátozott (paraplég) gyermekek mozgásnevelésében. TDK-dolgozat. ELTE – BGGYK.
Bamodu, O. & Ye, X. (2013). Virtual Reality and Virtual Reality System Components. Advanced Materials Research, 765–767, 1169–1172. https://doi.org/10.4028/www.scientific.net/amr.765-767.1169
Berencsi, A., Gombos, F.& Kovács, I. (2016). Capacity to improve fine motor skills in Williams syndrome. Journal of Intellectual Disability Research, 60(10), 956–968. https://doi.org/10.1111/jir.12317
Burke, C. J.. Tobler, P. N., Baddeley, M. & Schultz, W. (2010). Neural mechanisms of observational learning. Proceedings of the National Academy of Sciences, 107(32), 14431–14436. https://doi.org/10.1073/pnas.1003111107
Cagiltay, K., Cakir, H., Karasu, N., Islim, O. & Cicek, F. (2019). Use of Educational Technology in Special Education: Perceptions of Teachers. Participatory Educational Research, 6(2), 189–205. https://doi.org/10.17275/per.19.21.6.2
Censor, N. (2013). Generalization of perceptual and motor learning: a causal link with memory encoding and consolidation? Neuroscience, 250, 201–207. https://doi.org/10.1016/j.neuroscience.2013.06.062
Chadwick, D. & Wesson, C. (2016). Digital Inclusion and Disability. In Attrill, A. & Fullwood, C. (Eds.), Applied Cyberpsychology (pp. 1-23). Palgrave Macmillan. https://doi.org/10.1057/9781137517036_1
Cheng, S.-C. & Lai, C.-L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of Computational Education, 7, 131–153. https://doi.org/10.1007/s40692-019-00150-8
Cooper, T. & Williams, J. M. (2017). Does An exercise programme integrating the Nintendo Wii-Fit Balance Board improve balance in ambulatory children with cerebral palsy? Physical Therapy Reviews, 22 (5–6), 229–237. https://doi.org/10.1080/10833196.2017.1389810
Desbonnet, M., Cox, S. L. & Rahman, A. (1998). Development and evaluation of virtual reality based training system for disabled children. In Sharkey, P., Rose, F. D. & Lindström, J.-I. (Eds.), Proceedings of the 2nd European Conference on Disability, Virtual Reality and Associated Technologies (pp. 177–182.), The University of Reading.http://centaur.reading.ac.uk/27455/1/ECDVRAT1998_Full_Proceedings_2nd_Conf.pdf
Di Tore, P. & Raiola, G. (2012). Exergames in motor skill learning. Journal of Physical Education and Sport, 12(3), 358–361. https://doi.org/10.7752/jpes.2012.03053
Di Tore, Pio (2016). Exergames, motor skills and special educational needs. Sport Science, 9(2), 67–70. https://www.sposci.com/PDFS/BR09S2/SVEE/04%20CL%2011%20PA.pdf
Galvin, J. & Levac, D. (2014). Facilitating clinical decision-making about the use of virtual reality within paediatric motor rehabilitation: describing and classifying virtual reality systems. Developmental Neurorehabilitation, 14(2), 112–122. https://doi.org/10.3109/17518423.2010.535805
Gomez, J., Jaccheri, L. & Hauge, J. B. (2018). Entertainment Computing - A Key for Improving Inclusion and Reducing Gender Gap? In Clua, E., Rogue, L., Lugmayr, A. & Tuomi, P. (Eds.), Entertainment Computing – ICEC 2018. Lecture Notes in Computer Science, vol. 11112. Springer, Cham. https://doi.org/10.1007/978-3-319-99426-0_48
Inman, D. P., Peaks, J., Loge, K. & Chen, V. (1994). Teaching orthopedically impaired children to drive motorized wheelchairs in virtual reality. Paper presented at the Virtual Reality and Persons with Disabilitiess Conference, San Francisco, CA. In Jeffs, T. L. (2009). Virtual Reality and Special Needs. Themes in Science and Technology Education (pp. 253–268), Klidarithmos Computer Books. https://files.eric.ed.gov/fulltext/EJ1131319.pdf
Kavanagh, S., Luxton-Reilly, A. Wuensche, B. & Plimmer, B. (2017). A systematic review of Virtual Reality in education. Themes in Science and Technology Education, 10(2), 85–119. https://www.learntechlib.org/p/182115/.
Kellems, R. O., Charlton, C.,Kvers Ø Y K. S. & Győri, M. (2020). Exploring the Use of Virtual Characters (Avatars), Live Animation, and Augmented Reality to Teach Social Skills to Individuals with Autism. Multimodal Technologies and Interaction, 4(3),48. https://doi.org/10.3390/mti4030048
Laufer, Y. & Weiss, P. L. (2011). Virtual Reality in the Assessment and Treatment of Children With Motor Impairment: A Systematic Review, Journal of Physical Therapy Education, 25(1), 59–71. https://doi.org/10.1097/00001416-201110000-00011
Levac, D., Huber, M. & Sternad, D. (2019). Learning and transfer of complex motor skills in virtual reality: a perspective review. Journal of Neuro Engineering and Rehabilitation, 16(121), 1–15. https://doi.org/10.1186/s12984-019-0587-8
López-Serrano, S., Suárez-Manzano, S., Ruiz-Ariza, A. & Martínez-López, E. J. (2017). Nintento Wii as an educational implement. Reality or fiction? SHS Web Conference, 37, 01003. https://doi.org/10.1051/shsconf/20173701003
Lorenzo, G., Pomares, J. & Lledó, A. (2013). Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome. Computers & Education, 62, 88–101, https://doi.org/10.1016/j.compedu.2012.10.028.
Massie, K., O’keefe, L. & Stott, S. A. (2010). Wiihab in intensive care. Anaesthesia, 65(7), 750–751. https://doi.org/10.1111/j.1365-2044.2010.06393.x
Mccomas, J., Pivik, J. & Laflamme, M. (1998). Current uses of virtual reality for children with disabilities. In Riva, G., Wiederhold, B. K. & Molinari, E. (Eds.), Virtual Environments in Clinical Psychology and Neuroscience (pp. 61–170). Ios Press. https://levelcentre.com/wp-content/uploads/2016/12/McComas.doc.pdf
Mintaze, K. G., Ozgun, K. K., Cemil, O. & Duygu, T. (2014). Virtual Reality in Rehabilitation of Children with Cerebral Palsy. Intech, 273–302. https://www.intechopen.com/books/cerebral-palsy-challenges-for-the-future/virtual-reality-in-rehabilitation-of-children-with-cerebral-palsy
Ojeda-Castelo, J. J., Piedra-Fernandez, J. A., Iribarne, L. & Bernal-Bravo, C. (2018). KiNEEt: application for learning and rehabilitation in special educational needs. Multimedia Tools and Applications, 77(18), 24013–24039. https://doi.org/10.1007/s11042-018-5678-1
Panzavolta, S. (2018). Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion In.Virtual and Augmented Reality: Concepts, Methodologies, Tools, and Applications. Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (INDIRE), 16. https://doi.org/10.4018/978-1-5225-5469-1.ch027
Papp, G. (2007). A pedagógus megváltozott szerepe az együttnevelésben. Gyógypedagógiai Szemle, 35(2), 114–118. http://epa.oszk.hu/03000/03047/00037/pdf/EPA03047_gyosze_2007_2_114-118.pdf
Papp, G. (2012). Az integráció, inklúzió fogalmak tartalmi elemzése gyógypedagógiai megközelítésben nemzetközi és magyar színtéren. Gyógypedagógiai Szemle, 40(4), 295–304. https://epa.oszk.hu/03000/03047/00058/pdf/EPA03047_gyosze_2012_4_295-304.pdf
Parsons, S. (2016). Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review. Educational Research Review, 19, 138–157. https://doi.org/10.1016/j.edurev.2016.08.001
Pivik, J., Mccomas, J. & Laflamme, M. (2002a). Barriers and Facilitators to Inclusive Education. Exceptional Children, 69(1), 97–107. https://doi.org/10.1177/001440290206900107
Pivik, J., Mccomas, J., Macfarlane, I. &Laflamme, M. (2002b). Using virtual reality to teach disability awareness. Educational Computing Technology, 26(2), 225–240. https://doi.org/10.2190/WACX-1VR9-HCMJ-RTKB
Rohrback, N., Chicklis, E. & Levac, D. E. (2019). What is the impact of user affect on motor learning in virtual environments after stroke? A scoping review. Journal of Neuro Engineering and Rehabilitation, 16(79), 1–14. https://doi.org/10.1186/s12984-019-0546-4
Sáringerné, S. Z. & Nádasi, Z. (2010). Sportjátékok személyiségfejlesztő hatása mozgássérült gyermekekre. Iskolakultúra, 9, 34–42 http://real.mtak.hu/57861/1/8_EPA00011_iskolakultura_2010-09.pdf
Sik lányi, C., Geiszt, Z., Károlyi, P., Tilinger, Á. & Magyar, V. (2006). Virtual Reality in Special Needs Early Education. International Journal of Virtual Reality, 5(3), 1–10. https://www.academia.edu/2392400/Virtual_Reality_in_Special_Needs_Early_Education
Standen, P. J. & Brown, D. J. (2005). Virtual Reality in the Rehabilitation of People with Intellectual Disabilities: Review. CyberPsychology & Behavior, 8(3), 272–282. http://doi.org/10.1089/cpb.2005.8.272
Stone, B. G., Mills, K. A. & Saggers, B. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. International Journal of Inclusive Education, 23(2), 209–228. https://doi.org/10.1080/13603116.2018.1426051
Torres-Carrión, P., González-González, C., Bernal-Bravo, C. & Infante-Moro, A. (2018). Gesture-Based Children Computer Interaction for Inclusive Education: A Systematic Literature Review. In BOtto-Tobar, M., Pizarro, G., Zúñiga-Prieto, M., D’armas, M. & Zúñiga Sánchez, M. (Eds.), Technology Trends. CITT 2018. Communications in Computer and Information Science (pp. 133–147). Springer. https://doi.org/10.1007/978-3-030-05532-5_10
Vámos, T., Berencsi, A., Fazekas, G., & Kullmann, L. (2018). Precise isometric hand grip learning of hemiparetic stroke patients. International Journal of Rehabilitation Research, 41(2), 180–182. https://doi.org/10.1097/MRR.0000000000000273
##submission.additionalFiles##
Megjelent
Hogyan kell idézni
Folyóiratszám
Rovat
License
Copyright (c) 2022 Szerző
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
