JMIR Publications

ABSTRACT

Background:

Individuals with mild intellectual disability (ID) have difficulties in many cognitive and functional abilities, which may lead to low physical activity and the risk of obesity. Given these challenges, developing effective strategies to increase physical activity (PA) participation among individuals with ID is crucial. Recent initiatives to promote PA among typically developing children have involved incorporating virtual reality (VR) exergames into school physical education (PE) classes. However, before the full potential gains of VR exergames, that children with ID may derive from exergaming are examined, a teaching methodology should be developed. The mild ID children knowing these patterns and practicing them can achieve an independence in gameplay, as this may be allowed to increase general motor competence, physical fitness, functional ability, and prevent injury. Promoting regular exercise can help improve their overall health and well-being.

Objective:

This study aimed to assess the feasibility of the prototype of a step-by-step guide named “WISH and WON” for intellectual disabilities to achieve independence in VR exergame gameplay and knowing the gameplay experience.

Methods:

The study used two methods to conduct usability: sixteen training sessions during PE lessons at the special school followed by a post session’s questionnaires and interviews with participants. The independence questionnaire named “No problem!” questionnaire was d combined with interview and had seven functional levels from total assistance to total independence. The gameplay experience questionnaire assessed using a 3-point Likert scale was divided into seven sections: 1. Getting used to the game; 2. Ease of control; 3. Visual realism; 4. Comfort of VR goggles; 5. Concerns of VR goggles; 6. Sense of control; 7. Realism of movements.

Results:

Usability of WISH protocol - each participant understood the instructions and performed the warm-up and gameplay using projector screen correctly (points): median=2.00, SD=0.00, min.=2.00, max.=2.00. Everybody completed 0.5 hours of VR exergame gameplay and got a star’s achievement: 1.13, S.D.=0.44, min.=0.50, max.=2.00. Usability of WON protocol - each participant understood the instructions correctly (points): median= 2.00, SD= 0.00, min.=2.00, max.= 2.00. Everybody completed 0.5 hours of VR exergame gameplay and got a star’s achievement (points): mean=4.13, SD=0.52, min.=3.50, max.=5.00. The total independence in gameplay has been achieved (points): mean=6.63; S.D.=0.52; min.=6.00; max.=7.00. Participants got used to the game (a lot=62.5%, a little=37.5%, no=0%) and the exergame was easy to control (a lot=75%, a little= 25%, no 0%). Participants experienced visual realism (a lot=37.5%, a little=62.5%, no=0% and realism of movements (a lot=87.5%, a little=12.5%, no=0%). There was no concern of using VR goggles (no=75%, a little=12.5%, a lot=0%). The comfort of using the VR goggles was high (a lot=87.5%, a little=12.5%, no=0%) and it was high sense of control (a lot=87.5%, a little=12.5%, no=0%).

Conclusions:

All participants completed two protocols: "WISH" and "WON". Both protocols have been shown to be easily implementable. They could be widely and consistently deployed across PE lessons to promote independence in gameplay and potentially improve independence in real life.