TY - JOUR
T1 - The impact of virtual reality on parents' awareness of cognitive perceptions of a dyslectic child
AU - Passig, David
AU - Eden, Sigal
AU - Rosenbaum, Vanina
PY - 2008/12
Y1 - 2008/12
N2 - Parents of dyslexic children encounter many difficulties in understanding and accepting their children's disability. This affects the child's self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children participated in this experiment, an experimental group (N∈=∈37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N∈=∈30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire (Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can bring about improvement in parents' awareness of the dyslexic child's cognitive experiences, and that this improvement is significantly greater than that achieved by watching a film about dyslexia.
AB - Parents of dyslexic children encounter many difficulties in understanding and accepting their children's disability. This affects the child's self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children participated in this experiment, an experimental group (N∈=∈37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N∈=∈30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire (Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can bring about improvement in parents' awareness of the dyslexic child's cognitive experiences, and that this improvement is significantly greater than that achieved by watching a film about dyslexia.
KW - Awareness of dyslexia
KW - Parents of dyslexic children
KW - Reading impairment
KW - Virtual Reality
UR - http://www.scopus.com/inward/record.url?scp=59849114636&partnerID=8YFLogxK
U2 - 10.1007/s10639-008-9068-6
DO - 10.1007/s10639-008-9068-6
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AN - SCOPUS:59849114636
SN - 1360-2357
VL - 13
SP - 329
EP - 344
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 4
ER -