The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

Sunhi Bak

doi:doi:10.11648/j.edu.20241304.12

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The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

Sunhi Bak^*

Published in Education Journal (Volume 13, Issue 4)

Received: 8 March 2024 Accepted: 25 April 2024 Published: 9 July 2024

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Abstract

The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials.

Published in	Education Journal (Volume 13, Issue 4)
DOI	10.11648/j.edu.20241304.12
Page(s)	161-170
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Eye Blinking, Eye Gazing, Severe Disability, Usability, Virtual Reality Content

References

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[2]	Kang, H. K. Communication skills. Kang, H. K., Kim, J. Y., Kim, J. H., Park, E. H., Lee, M. H., Lee, Y. S., Lim, J. H., Pyo, Y. H. Education of Students with Severe and Multiple Disabilities; Hak Ji Sa: Seoul, South Korea: 2018, pp. 175-207.
[3]	Siegel, E., Wetherby, A.(2008). Non-symbolic communication. In Instruction of Students with Severe Disabilities, Snell. M. E., Brown, F., Ed., Pearson Education Inc: Upper Saddle River, USA; 2008.
[4]	Bak, S., Lee, S. A. A Review of the Domestic Research on Virtual Reality Based Interventions for Students with Severe Disabilities. Korea Journal of Physical, Multiple & Health disabilities, 2020, 63(3), 59-76.
[5]	Lim, J. Instructional design and practice using technology. In Education of Students with Severe and Multiple Disabilities. Kang, H. K., Kim, J. Y., Kim, J. H., Park, E. H., Lee, M. H., Lee, Y. S., Lim, J. H., Pyo, Y. H. Hak Ji Sa: Seoul, South Korea; 2018, pp. 209-240.
[6]	Son, J. Y. A Review of the Domestic Literature on Virtual Reality Based Educations for Students with Disabilities. The Journal of Special Education: Theory and Practice, 2018, 19(1), 233~260.
[7]	Lee, T. The Effect of Virtual Reality Based Intervention Program on Communication Skills in Cafe and Class Attitudes of Students with Intellectual Disabilities. Journal of the Korea Convergence Society, 2019, 10(3), 157-165.
[8]	Kim, J. S., Roh, H. K. The Application of Interactive Video Tennis Games on Class for the Students with Intellectual Disability. Journal of Adapted Physical Activity, 2010, 18(2), 1-21.
[9]	Kim, K-U., Oh, H-W. The Effects of Virtual Reality-Based Occupational Therapy Program on the Physical Function and Learning Capacity of School-Age Intellectual Disability Children. Journal of The Korean Society of Integrative Medicine, 2021, 9(1), 13-22. https://doi.org/10.15268/ksim.2021.9.1.013
[10]	Lee, T-S. Effects of VR based Intervention on Daily Living Skills and Class Attitudes of Students with Intellectual Disabilities. Journal of the Korea Convergence Society, 2021, 12(2), 155-162. https://doi.org/10.15207/JKCS.2021.12.2.155
[11]	Yang, C-S. The Effect of Virtual Reality-Based Safety Education on the Problem-Solving Ability and Interest of Students with Intellectual Disabilities in Middle School. Master’s thesis, Korea National University of Education, Cheongju; South Korea, 2023. https://doi.org/I804:43012-000000040959
[12]	Song, S-H. Effects of Virtual Reality(VR) History Class on Class Participation and Learning Goal Achievement of High School students with Intellectual Disabilities. Master’s thesis, Dankook University, Yongin; South Korea. 2021. http://lib.dankook.ac.kr/dcollection/common/orgView/000000196937
[13]	Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G. Snell, M. E. General curriculum access. In Instruction of Students with Severe Disabilities, Snell. M. E., Brown, F., Ed., Pearson Education Inc: Upper Saddle River, USA; 2008.
[14]	Jordan, K., Vos-Draper, T., Morrow, M., Sonenblum, S. The Usability of Two Mobile Health Assistive Technologies for Wheelchair-related In-seat Movement and Pressure. Journal of Rehabilitation and Assistive Technologies Engineering. 2023, 10, 1–17. https://doi.org/10.1177/20556683231211808
[15]	Kim, J. S., Lee T. S. Designing and Exploring the Possibility Science Contents Based on Augmented Reality for Students with Intellectual Disability. The Korea Contents Society, 2016, 16(1), 720-733. https://doi.org/10.5392/JKCA.2016.16.01.720
[16]	Ministry of Education (2015). Special Education Curriculum (vol. 3). Seoul: Ministry of education.
[17]	Bak, S., Lee, S-A., Nam, Y., Choi, S-W. Development and Exploration of the Applicability of Virtual Reality Contents for Scientific Experience Activities Using the Eyes for Students with Severe Disabilities. Korean Journal of Physical, Multiple & Health Disabilities, 2021, 64(1), 61-77, http://dx.doi.org/10.20971/kcpmd.2021.64.1.61

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APA Style

Bak, S. (2024). The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Education Journal, 13(4), 161-170. https://doi.org/10.11648/j.edu.20241304.12

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ACS Style

Bak, S. The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Educ. J. 2024, 13(4), 161-170. doi: 10.11648/j.edu.20241304.12

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AMA Style

Bak S. The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Educ J. 2024;13(4):161-170. doi: 10.11648/j.edu.20241304.12

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@article{10.11648/j.edu.20241304.12,
  author = {Sunhi Bak},
  title = {The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {161-170},
  doi = {10.11648/j.edu.20241304.12},
  url = {https://doi.org/10.11648/j.edu.20241304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.12},
  abstract = {The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials. 
},
 year = {2024}
}

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TY  - JOUR
T1  - The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

AU  - Sunhi Bak
Y1  - 2024/07/09
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.12
DO  - 10.11648/j.edu.20241304.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 161
EP  - 170
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.12
AB  - The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials. 

VL  - 13
IS  - 4
ER  -

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Author Information

Sunhi Bak

Department of Special Education, Soonchunhyang University, Asan, South Korea

Contact Email

http://orcid.org/0009-0005-9362-9493

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Plain Text BibTeX RIS

APA Style

Bak, S. (2024). The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Education Journal, 13(4), 161-170. https://doi.org/10.11648/j.edu.20241304.12

Copy | Download

ACS Style

Bak, S. The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Educ. J. 2024, 13(4), 161-170. doi: 10.11648/j.edu.20241304.12

Copy | Download

AMA Style

Bak S. The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities. Educ J. 2024;13(4):161-170. doi: 10.11648/j.edu.20241304.12

Copy | Download

@article{10.11648/j.edu.20241304.12,
  author = {Sunhi Bak},
  title = {The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {161-170},
  doi = {10.11648/j.edu.20241304.12},
  url = {https://doi.org/10.11648/j.edu.20241304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.12},
  abstract = {The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials. 
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

AU  - Sunhi Bak
Y1  - 2024/07/09
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.12
DO  - 10.11648/j.edu.20241304.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 161
EP  - 170
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.12
AB  - The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials. 

VL  - 13
IS  - 4
ER  -

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