PRELIMINARY FINDINGS OF A VIRTUAL REALITY APP FOR CHILDREN WITH SPECIAL NEEDS

Abstract

Immersive Virtual Reality (VR) is slowly finding its way into classrooms as an alternative form of experience and action-oriented learning. Generally VR shows a value-added for topics that either are too far away to visit, too small to touch, to dangerous or expensive to manipulate or simply virtual. This range of application is potentially extended for children with special needs or complex disorders. One reason may be that our world is simply too complex for them and hence jeopardizes their health. But often people simply are too stressed to take some extra time to take care in the daily routine. Therefore, a value added for an immersive VR learning unit may simply be a realistic model of a public place like a train station where these children can exercise and practice their skills, e.g., finding places. Together with a foundation for children with special needs, their therapists and teachers, and five children a learning unit playing at a train station was evaluated as a pilot regarding usability and acceptance amongst all concerned stakeholders. Although only a very limited number of participants were involved the pilot application showed potential for further development in this very special context.