ince 1991, the Virtual RealityApplications Research Team

(VIRART) has been specifying,building and evaluating VEs for edu-

cational applications. In theLearning in Virtual Environ-ments (LIVE) program, theunderstanding of user needsand of how to assess the out-

comes has drawn upon ergonomicsexpertise

from the Institute for Occu-pational Ergonomics, andVIRART’s own work inindustrial applications (theManufacturing Operations inVirtual Environments(MOVE) Program [4, 5]) and in usability and healthand safety implications ofVEs [2].

It is arguable the greatestpotential benefits from VEsbuilt into current VR sys-tems are in such applicationsas education, training, and com-munication of general ideas andconcepts. The current, partially developed nature ofVR gives technical trade-offs and limitations thatrestrict the visual complexity of a VE unless most ofthe potential interactivity is jettisoned. This is espe-cially true of the less expensive systems.

However, in education and training great visualdetail is not always required and may even be a hin-drance. In such circumstances applications can makethe most of such VE attributes as permitting explo-

ration of environments not normally available to theparticipant, rapid real-time interaction with“devices,” exploration from different viewpoints, andvisualization of concepts and ideas. Given theseattributes, VR can readily lend itself to such teach-ing or training environment elements as visuallybased instruction, involvement of active trainees,self-pacing and self-assessment, and use of naturalsemantics in the interface.

Work in the LIVE program is directed towardboth mainstream and specialneeds education. Among gen-eral education applications theLIVE program has beeninvolved in a joint projectwith the University of Ioan-nina to develop modules fortechnical education, startingwith teaching physics (forinstance the design and use oflasers shown in Figure 1). Forthis article, only the work inspecial needs education andrehabilitation is described.

Special Needs and Learning inVEs. Many computer-based

learning systems rely on natural or coded languageand students with severe learning disabilities mayexperience difficulties in using such systems. VEs,however, are a potential medium for use in specialeducation. At the outset of the LIVE program, com-mercially available VR was in its infancy and therewas little or no theoretical background to underpinresearch and development for general education, letalone special-needs learning in VEs. Early work

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David J. Bro wn, Steven Ke rr,

and John R. Wilson

Figure 1. Teaching the principles of laser physics

Figure 2. Learning the symbols and hand signs for the Makaton language system

therefore followed an iterative process, learning moreabout development needs on the basis of testing withspecial-needs pupils—a pragmatic user-centeredapproach. The primary test site for the LIVE workhas been the Shepherds School in Aspley, Notting-ham. With some 170 students, all of whom experi-ence severe learning disabilities (such as Down’sSyndrome and autism), it is among the very largest inthe UK.

For all special-user groups, an affordable desktopVR system is a necessity (at least until more is knownabout the effects of immersion in an HMD).

VEs as a Tool to Teach Makaton Symbols. Maka-ton symbols are used as a language system by chil-dren with a wide range of generic learningdifficulties. VIRART has developed a training pro-gram using VEs to teach Makaton symbols and toenable the student to interactively examine a wholerange of examples and understand the similaritiesand differences between them.

Relevant dynamic hand signs are displayed andcan be activated at any time by the student. Ten mod-ules have been developed to date, each consisting of

four objects (for example, a telephone, cup, penciland book as shown in Figure 2). Evaluation of thismethod of learning compared to other methods isunder way.

Experiential Virtual Learning Environments.Many students with severe learning disabilities mayalso suffer from a physical disability, restricting real-world encounters (perhaps compounded by well-meaning but over-protective parents). VEs may giveequal “mobility and dexterity” to each learner and con-cept attainment in VEs can occur through practicalactivities. A number of experiential environments havebeen built and distributed to the special-needs com-munity, including home, leisure, and transport activi-ties (Figure 3). Structured evaluations have shownimprovements in learning skills transferred to the realworld [3].

VEs for Students with Autism. Autistic children(like other children), are attracted to the visual andauditory images of television, radio, recorded music,and so forth. However, these are passive media and donot allow the subject to interact with or influence thestimuli. We are creating an interactive audio-visual VE

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for autistic learners—the fully interactive virtual“house” [1] (Figure 4). Environments are being testedto determine levels of concentration, attention span,and confidence developed.

ADVirtE—Adaptive Design through VEs.VIRART is developing VE tools to enable social ser-vices departments to anticipate structural problems forwheelchair access before a property is adapted. Thetools allow a simple model of the house to be con-

structed by entering a few parameters into the systemand then to be assessed for maneuverability and reach(Figure 5). The virtual tool for adapted housing will beevaluated in a series of user trials with social servicesemployees.

The Future LIVE ProgramAs well as the core work in experiential VEs and lan-guage skills in VEs, the LIVE program has begun newareas of development. Experimental and observationalstudies are being used to compare sensors and inputdevices (eye trackers and touch screens as well as joy-stick, mouse, and so forth) across interaction and nav-igation requirements. At the same time we areworking with health professionals to build and test aseries of VEs for sex and general health education forchildren with mild and moderate learning difficulties.

Although we have conducted some structured andcontrolled evaluations, this is not easy and assessmenthas been largely through teacher reports and observa-tions of students. The teachers comment that “VR is astimulating and usable tool for students who mightonly learn 10 symbols in their entire school life” andthat “children with the most disabilities—visual, hear-ing, mobility—can be helped . . . .” However, beyondthe obvious enjoyable creative and spontaneous use ofVR, we want to know how, why, and to what degree it

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Figure 3a/b. Two experiential environments: city world and ski world

has potential benefit in special needs education. Thenthe applications can be strengthened and broadened,and full teaching programs implemented.

References

1. Brown, D.J., Kerr, S.J. and Eynon, A. New advances in VEs for peoplewith special needs. Ability, 19, (1997).

2. Cobb, S.V., Nichols, S. and Wilson, J.R. Health and safety implications ofvirtual reality: In search of an experimental methodology. To appear in Pro-ceedings of FIVE ’95 Conference (ed: M. Slater), London, 1997, pp. 227–242.

3. Cromby, J.J., Standen, P.J., Norman, J. and Tasker, H. Successful trans-fer to the real world of skills practised in a virtual environment by stu-dents with severe learning difficulties. The 11th European Conference onDisability, VR and Associated Technology. Maidenhead, 1996.

4. Wilson, J.R., Brown, D.J., Cobb, S.V., D’Cruz, M.D. and Eastgate, R.M.Manufacturing operations in virtual environments. Presence 4, 3 (Summer1995), 1–12.

5. Wilson, J.R., Cobb, S.V.G., D’Cruz, M.D. and Eastgate, R.M. VirtualReality for Industrial Application: Opportunities and Limitations. Nottingham:Nottingham University Press, 1996.

David J. Brown (epzdjb@epn1.maneng.nottingham.ac.uk) is thesenior research coordinator of education at VIRART, University ofNottingham.Steven Kerr (epxsjk@epn1.maneng.nottingham.ac.uk) is a vir-tual environment developer at VIRART. John R Wilson (john.wilson@notingham.ac.uk) is the director ofVIRART.

This work has been funded by the National Council for Educational Technology, BBCChildren in Need, Barnardos, the University of Nottingham, and by several anonymousgrants from charitable trusts.

Permission to make digital/hard copy of part or all of this work for personal or classroomuse is granted without fee provided that copies are not made or distributed for profit orcommercial advantage, the copyright notice, the title of the publication and its dateappear, and notice is given that copying is by permission of ACM, Inc. To copy other-wise, to republish, to post on servers, or to redistribute to lists requires prior specific per-mission and/or a fee.

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Figure 4. Autism environments with symbols and text for selected objects

Figure 5. User interface for social services to assess wheelchair housing needs and design