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Immersive virtual reality (VR) is proving to be a significant tool for enhancing the learning of practical life skills among individuals with intellectual disabilities. According to a recent study by researchers from the University of South Australia (UniSA) and UNSW Sydney, immersive VR could significantly accelerate skill acquisition, allowing these individuals to develop independence without relying heavily on caregivers. The study, which focused on teaching essential life tasks, highlights VR’s potential to transform educational approaches for this population.
The study involved 36 adults with intellectual disabilities, who participated in virtual training sessions to learn how to separate general waste, recycling, garden, and food organics. Participants were divided into two groups: one used immersive VR headsets, while the other engaged with non-immersive virtual environments on tablet devices.
The results revealed that the group using immersive VR headsets demonstrated significantly better real-world performance in these tasks than those trained using tablets. The immersive group not only showed immediate improvements but also retained their new skills for up to a week after the training sessions concluded.
Associate Professor Tobias Loetscher from UniSA explained that immersive VR enables experiential learning, which is particularly effective for people with intellectual disabilities. “Research shows that ‘learning by doing,’ known as experiential learning, seems more effective for this group compared to passive methods.”
He emphasised that VR headsets offer realistic, interactive environments for practising skills safely, addressing the limited hands-on learning opportunities often faced by people with intellectual disabilities due to safety concerns, time constraints, and staff availability.
Dr Stefan Michalski, a Research Fellow at UNSW, highlighted the benefits of immersive VR in mitigating these challenges. Immersive VR simulates real-world experiences, giving the sensation of being physically present in an environment without real-world risks. This feature makes VR an ideal platform for teaching essential skills to individuals who may struggle with traditional learning methods.
The study’s findings are crucial, as individuals with intellectual disabilities often struggle with basic life skills like cooking, showering, and cleaning, hindering their independence and quality of life. The success of VR training suggests that immersive technology could be a valuable tool in helping them acquire skills for more autonomous living
However, the researchers also acknowledged some potential drawbacks of using VR technology, particularly the risk of cybersickness – a form of motion sickness experienced by some users of VR headsets. In this study, only one participant reported feeling dizzy, and the symptoms were brief.
Despite initial hesitancy from some participants when using head-mounted displays for the first time, most found the VR technology enjoyable and engaging, suggesting that the benefits of immersive VR outweigh the potential risks.
Looking ahead, the researchers believe that immersive VR training could be applied to a broader range of life skills beyond waste management. For example, VR could be used to teach cooking and kitchen safety, personal hygiene, public transport navigation, and social skills.
Dr Michalski underscored the need to bridge the gap between research and practical implementation, saying, “There is accumulating evidence that VR is beneficial, but we need to close the gap from research to implementation so that more people can benefit from this technology.”
The ongoing research at UniSA and UNSW aims to address the unmet educational needs of individuals with intellectual disabilities by leveraging VR to prepare them for real-world challenges. By reducing the anxiety and fear associated with tasks like healthcare interactions, VR has the potential to empower these individuals, helping them to lead more independent and fulfilling lives.
As VR technology continues to evolve, it could play a crucial role in transforming the educational landscape for people with intellectual disabilities, offering them new opportunities for learning and growth.
