Pre-Learning for School Trip Using VR in Special Needs School for Students with Intellectual Disabilities

Abstract

This study aimed to examine the impact of using virtual reality (VR) materials in pre-learning activities for school trips at special needs schools for students with intellectual disabilities. This study included seven third-year junior high school students. The VR content was presented using head-mounted displays. Two types of learning materials were prepared using photographs: VR and slide-based materials. The participants were divided into two groups: one learning with VR materials and the other with slide-based materials. The results from the pre-learning tests, pre-tests, and post-tests were analyzed. The tests consisted of two types of questions: those assessing knowledge of the destination and those examining perceptions of the destination. The findings revealed that (1) there was no significant difference between the types of materials in terms of knowledge acquisition about the destination, and (2) VR materials might be effective when learning about spatial concepts, such as room dimensions. Future research should investigate the effectiveness of VR materials by considering various factors, such as student characteristics and methods for developing teaching materials.