Customizable Virtual Reality Gamification for Enhanced Teaching and Learning for Students with Dyslexia

JOURNAL ARTICLE

Author: Fasee Ullah, Thievalson a/l Johnsan

Keywords: Virtual Reality (VR) interventions, neurodevelopmental disorders, object identification skills, multisensory learning, educational advancements.

Abstract: Virtual Reality (VR) technology has garnered considerable attention for its potential applications in education and therapy, particularly for children with neurodevelopmental disorders. Moreover, this study focuses on the exploration and effectiveness of VR-based interventions in improving object identification skills in children who have been diagnosed with dyslexia, autism spectrum disorder (ASD), Developmental Coordination Disorder (DCD), attention deficit hyperactivity disorder (ADHD), and brain injuries. The exist- ing literature needs to improve with traditional interventions to meet the specific needs of children with these conditions. Thus, this paper proposes a novel VR-based intervention system based on a theoretical framework to improve object identification skills in children aged 6-12. The intervention seeks to create interactive and multisensory learning environments where children can practice identifying and categorizing objects in a secure and supportive atmosphere. By harnessing the capabilities of VR technology, including immersive visuals, auditory feedback, and interactive simulations, the intervention aspires to boost engagement, motivation, and learning outcomes for children with dyslexia, ASD, DCD, ADHD, and brain injuries. Anticipated results include improvements in participant object identification, measured by standardized assessments and task performance metrics. Qualitative observations and user feedback will offer insights into the subjective experiences, preferences, and challenges encountered during the intervention. The study aims to contribute valuable insights to the burgeoning field of VR-based interventions for children with neurodevelopmental disorders and inform future educational and therapeutic advancements.

Article Info: Received: 20 Aug 2024, Received in revised form: 11 Sep 2024, Accepted: 18 Sep 2024, Available online: 25 Sep 2024

DOI: 10.22161/ijtle.3.5.4

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Page No: 31-41