TY - GEN
T1 - The Correlation Among the Intelligence, Visual-Motor Skills and Virtual Reality Operation Performance of Students with Intellectual Disabilities
AU - Lo, Hui Shan
AU - Wu, Ting Fang
AU - Hong, Jon Chao
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - Introduction: Virtual reality (VR) provides a safe, customizable, and repetitive environment which is particularly suitable for individuals with intellectual disabilities (ID) to learn. This study primarily explored the correlation among intelligence and visual-motor skills with performance in VR operations of students with ID. Methods: This study adopted a quasi-experimental research method in which 57 students with ID completed two trials of the tasks in the VR system, which automatically recorded the time spent on the task and the accuracy of performing the steps. Results: The results demonstrated that students with ID spent less time and obtained higher accuracy rates on the second trial than on the first trial in VR. In addition, full scale intelligence quotient and visual-motor integration positively correlated with the time spent on the first trial, but not on the second trial. The working memory index of students with ID positively correlated with accuracy on both the first and second trials. Conclusion: The findings indicated that students with ID possess the capability to navigate and interact with VR. Their performance in VR improved after practice, regardless of their intellectual and visual-motor integration abilities. Future research should focus on collecting more data to understand the learning curve of students with ID in VR environments.
AB - Introduction: Virtual reality (VR) provides a safe, customizable, and repetitive environment which is particularly suitable for individuals with intellectual disabilities (ID) to learn. This study primarily explored the correlation among intelligence and visual-motor skills with performance in VR operations of students with ID. Methods: This study adopted a quasi-experimental research method in which 57 students with ID completed two trials of the tasks in the VR system, which automatically recorded the time spent on the task and the accuracy of performing the steps. Results: The results demonstrated that students with ID spent less time and obtained higher accuracy rates on the second trial than on the first trial in VR. In addition, full scale intelligence quotient and visual-motor integration positively correlated with the time spent on the first trial, but not on the second trial. The working memory index of students with ID positively correlated with accuracy on both the first and second trials. Conclusion: The findings indicated that students with ID possess the capability to navigate and interact with VR. Their performance in VR improved after practice, regardless of their intellectual and visual-motor integration abilities. Future research should focus on collecting more data to understand the learning curve of students with ID in VR environments.
KW - Intelligence Quotient
KW - Students with Intellectual Disabilities
KW - Virtual Reality
KW - Visual-motor integration
UR - https://www.scopus.com/pages/publications/85200318570
UR - https://www.scopus.com/pages/publications/85200318570#tab=citedBy
U2 - 10.1007/978-3-031-62849-8_31
DO - 10.1007/978-3-031-62849-8_31
M3 - Conference contribution
AN - SCOPUS:85200318570
SN - 9783031628481
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 249
EP - 256
BT - Computers Helping People with Special Needs - 19th International Conference, ICCHP 2024, Proceedings
A2 - Miesenberger, Klaus
A2 - Peňáz, Petr
A2 - Kobayashi, Makato
PB - Springer Science and Business Media Deutschland GmbH
T2 - 19th International Conference on Computers Helping People with Special Needs, ICCHP 2024
Y2 - 8 July 2024 through 12 July 2024
ER -