Effectiveness of 360-degree virtual reality video as community simulation learning for students with severe and multiple disabilities

Abstract

Purpose: The purpose of this study was to examine its effectiveness as a community simulated instruction for students with severe and multiple disabilities and to make evidence-based principles of introducing 360-degree virtual reality in special education. Method: Participants were eight elementary first and second graders and their homeroom teachers of special schools or special classes in Gyeonggi Province. Posttest-only control group design was applied in this study and community simulation instructions about crosswalk safety were conducted five times to compare the degree of effectiveness between 360-degree VR videos and general instructional videos. Results: The results were as follows. First, the 360-degree VR group showed high task completion, or high achievement of learning objectives compared with the general video group. Second, higher task commitment, or concentration on activities was shown more in the VR group than those of the general video group. Conclusion: Based on these results, this study suggested that 360-degree VR videos would be useful as community simulation instruction for students with severe and multiple disabilities.