THE HOTTEST VIRTUAL REALITY GAMES.Objective To assess the effectiveness of a computer-based virtual reality (VR) game in teaching five children diagnosed with fetal alcohol syndrome (FAS) fire safety skills and to generalize these skills to a real world simulation. All of our systems are personally built by our team of expert computer builders. Come have fun in our 60+ VR games. With the help of VR headsets and gear that activates all your senses, VR-ready PC games transport you to. VR PC games provide an immersive, 360 audiovisual perspective that makes you feel like you’re right in the middle of the action. Playing video games is fun but playing virtual reality PC games is the next level of video game technology.
Results All children reached 100% accuracy on the computer intervention, defined as successfully completing each of the safety steps. Skill learning and real-world generalization were tested immediately after the intervention and at 1-week post-test. A computerized game allowed them to learn the recommended safety steps in a virtual world. Before the game, no child could correctly describe what actions to take during a home fire.
It is estimated that 1 in 30 pregnant women consume alcohol at levels (i.e., five or more drinks per occasion or seven or more drinks per week) that can place their offspring at risk for some of the negative consequences of prenatal alcohol exposure ( Centers for Disease Prevention and Control, 2003a). Get the entire Ender’s Game LitChart as a printable PDF.Virtual reality (VR) headsets like the Oculus Rift, HTC Vive, and PlayStation VR can provide a unique experience different from traditional computer.Fetal alcohol syndrome, fire safety, injury prevention, interventionFetal alcohol syndrome and partial fetal alcohol syndrome (FAS/pFAS) result from prenatal exposure to alcohol ( Stratton, Howe, & Battaglia, 1996). Click or tap on any chapter to read its Summary & Analysis. The ThemeTracker below shows where, and to what degree, the theme of Games, Computers, and Virtual Reality appears in each chapter of Ender’s Game. Conclusions The results suggest that this method of intervention warrants further study as an educational delivery system for children with FAS.Games, Computers, and Virtual Reality ThemeTracker.
These characteristics place children with FAS/pFAS at particularly high risk for unintentional injuries and could make it difficult to teach them safety skills.Unintentional traumatic injury is the leading preventable health problem for children and fire in the home is a significant threat to young children. In research samples, specific learning problems observed include difficulties with motor and fine motor development, and visual–spatial relationships. Problems are reported even in children who have average cognitive abilities. It is anecdotally reported that children with FAS are “unteachable” ( Sanders, 2001). Although profiles vary among individuals diagnosed with FAS/pFAS, commonly reported traits among clinically referred preschool children include (a) problems in learning and preacademic skills, (b) arousal dysregulation (impulsivity and hyperactivity), (c) poor adaptive skills, (d) unresponsiveness to verbal danger cautions, (e) difficulty in generalization from one learning setting to another, and (f) behavior and discipline problems.
Virtual Reality Computer Games Series Was To
The aim of the current case series was to evaluate the efficacy of this computerized intervention for individuals with FAS/pFAS. An earlier version of this VR game was used to teach safety skills to autistic children ( Strickland, Marcus, Mesibov, & Hogan, 1996). Past research has demonstrated that a VR computer game can be used effectively to teach important safety skills to individuals with both mental and physical disorders ( Foreman, Wilson, & Stanton, 1997). Therefore, the game needed to be engaging and self-explanatory, providing directions and needed corrections to the child. With standard input design, the computer scenes are changed to give the illusion of interaction with the imaginary world.Our goal was to develop and evaluate an effective game that can be played independently by a child with FAS/pFAS, without direct assistance from a parent or observer. This illusion can be created through by using complex equipment such as a headset and body tracker, or more standard input as simple as a personal computer and monitor with a joystick, keyboard keys, or a mouse.
Table I summarizes the participant characteristics. Participants had ability scores in the mild mental retardation range (IQ > 50) or above based on cognitive testing available in medical records. Like many children with FAS, five participants were adopted and had been with their adoptive family a minimum of 2 years. Criteria for study eligibility were the child had to be aged 4–7 years, diagnosed with FAS or pFAS, and in a permanent custody arrangement. Methods ParticipantsParticipants were recruited from the Fetal Alcohol Clinic at Marcus Institute, a Division of the Kennedy-Krieger Institute at Emory University.
The three steps involve (a) recognizing a fire danger in the home, (b) leaving the home immediately by the shortest safe route, and (c) waiting at a preassigned meeting place outside the home. Estimated intellectual functioning was obtained from the child’s most recent cognitive evaluation.The home fire safety program used is based on USFA (2002a) guidelines for young children. Table I provides demographic data for each participant.
The VR world was modified to include more verbal instructions, background music, and to provide more visual cues within the house (e.g., adding more color, placing pictures on the wall) to accommodate the typical verbal strengths and visual–spatial and fine motor weaknesses of children with FAS. Each child was trained to a criterion of 100% accuracy before beginning the VR game.Because an earlier version of this game was used with autistic children ( Strickland et al., 1996), modifications to the format were required to make it more engaging to children with FAS. A preliminary step involved programs to require the child to correctly identify each object (fire, meeting place) or action (follow, sit, wait) necessary to play the game from among a random array by clicking on the correct picture.
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