Virtual Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disability and Autism

The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability p...

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Bibliographic Details
Published inJournal of inclusive postsecondary education Vol. 6; no. 1
Main Authors Kathryn Abrams, Don McMahon, Jonah Firestone, Holly Whittenburg, Lauren Bruno
Format Journal Article
LanguageEnglish
Published Mason Journals 01.06.2024
Subjects
autism
human anatomy
intellectual disabiltity
science
special education
virtual reality
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Summary:The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability participated in a multiple baseline across skills (i.e., acquisition of science vocabulary words) design. Data were collected on the three students' abilities to define and label three sets of human anatomy vocabulary words (i.e., bones, muscles, and organs) while using Organon 3D. Students used this application while using the Oculus Rift S, a virtual reality head-mounted display. Results indicated that all students acquired definitions and labeling knowledge for the new science vocabulary terms in the area of human anatomy. 
ISSN:2642-8679
DOI:10.13021/jipe.2024.3546