An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software

Many people with intellectual disabilities also have physical difficulties which prevent them from using standard computer control devices. Custom made alternative devices for those with special needs can be expensive and the low unit turnover makes the prospect unattractive to potential manufacturers. One solution is to explore the potential of devices used in contemporary gaming technology, such as the Nintendo Wii. The Wii Nunchuk has the potential to replace joystick functions with the advantages of not being surface bound and easier for some individuals to grasp. This study evaluated the feasibility of using the Nunchuk by comparing its performance as a switch with the participant's usual switch. Twenty three volunteers aged between 17 and 21 with intellectual and physical disabilities completed a Single Switch Performance Test using the new device and their familiar device. For most functions of the switch, there was no significant difference between the participants' performance using the Nunchuck and their familiar device. Additional analysis found that some participants' performance did improve whilst using the Nunchuck, but this was not significantly related to physical or cognitive ability. Those whose performance was better with the Nunchuk were more likely to hold it in the conventional way than were those who had better performance with their familiar device. This merits it being offered as a possible alternative to currently available switches for those with physical difficulties affecting their grip

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Acumen: An interactive multimedia simulation based on situated learning theory

This paper describes the development and evaluation of a multimedia simulation for teaching research skills to business students. Graphics, sound and video are used to create semi- realistic ' microworlds' which students explore in order to solve a relatively unstructured problem, a process quite different to learning from textbooks, lectures or videos. One advantage of microworlds is that students construct meaning by actively and selectively working through a variety of information sources, a process which mimics real-world learning and enhances higher- order learning outcomes. We describe the theoretical principles used in designing the simulation, particularly situated learning theory which claims a number of advantages for teaching that is 'situated' in the context of real world problems. There is also evidence that the 'immersive' quality of microworlds may be more motivating than other teaching/ learning modes, at least to some students. As the technology for creating media- rich simulations is still new, we discuss the issue of how realistic simulations should be. Our multimedia package can be related to a long tradition of teaching methods in business that attempt to put theoretical principles into life-like contexts, via case studies, experiential learning, internships, or real-world projects. The advantages and disadvantages of computer microworlds over such methods are explored

Virtual reality in the rehabilitation of people with intellectual disabilities

Virtual reality (VR) possesses many qualities that give it rehabilitative potential for people with intellectual disabilities, both as an intervention and an assessment. It can provide a safe setting in which to practice skills that might carry too many risks in the real world. Unlike human tutors, computers are infinitely patient and consistent. Virtual worlds can be manipulated in ways the real world cannot be and can convey concepts without the use of language or other symbol systems. Published applications for this client group have all been as rehabilitative interventions. These are described in three groups: promoting skills for independent living, enhancing cognitive performance, and improving social skills. Five groups of studies are reviewed that utilize virtual technology to promote skills for independent living: grocery shopping, preparing food, orientation, road safety, and manufacturing skills. Fears that skills or habits learnt in a virtual setting would not transfer to the real world setting have not been supported by the available evidence, apart from those studies with people with autistic spectrum disorders. Future directions are in the development of more applications for independent living skills, exploring interventions for promoting motor and cognitive skills, and the developments of ecologically valid forms of assessment

The tutoring role of mentors working with adults and elderly people with learning disabilities using virtual environments

This article outlines the potential of virtual training environments in the rehabilitation of adults and elderly people with learning disabilities. Before such virtual training environments are developed, tutoring roles for mentors working with adults and elderly people must be investigated. This is because this group of people has far less expectation of and experience with computers than younger people with learning disabilities, for whom virtual training environments have already proved effective. Effective tutoring strategies employed, together with appropriate and well-designed virtual training environments, will be the outcomes of two methods suggested in this article

Effect of playing computer games on decision making in people with intellectual disabilities

People with intellectual disabilities have difficulty making decisions and this may hinder their independence and inclusion in society. Interactive computer software may give them the opportunity to practice the underlying components of this skill. This study aimed to discover if repeated sessions playing a computer game involving aspects of decision making, such as collecting relevant information and controlling impulsivity, would improve performance in two non-computer based tests of decision making. 12 adults with intellectual disabilities were randomly assigned to either an intervention group or control group. They were all exposed to 10 twice weekly sessions, playing either the intervention game or the control game, which involved simple reaction time only. After repeated sessions, the intervention group showed a significant improvement in game score, with researcher assistance significantly decreasing. At follow up, the intervention group showed a significant decrease from baseline in the number of guesses made before guessing correctly on both of the decision making tests. The decrease observed in the control group failed to reach significance

Inferred Influence of Human Lateral Profile on Limb Load Asymmetry during a Quiet Standing Balance Test

Although the identification and characterisation of a participant's lateral profile during quiet standing have not received much research attention, they have the potential to greatly extend our understanding of upright stance stability control. This study further examines limb load asymmetries during quiet bipedal stance. During voluntary frontal-plane weight shifting for 2 min, 300 centre-of-pressure displacements on 14 blindfolded right-handed young adults were recorded. Four biomechanical indices were used to assess postural behaviour. These were the bias of time and the magnitude of the partial ground reaction forces from both legs, and the bias in the number and magnitude of microshifts influencing stability. Our study identifies a significant level of asymmetry in the quiet bipedal stance of right-handed people. This asymmetry is associated with the right-sided bias of the ground reaction force and the angle of inclination to the upright (vertical) centroidal line. We found that the initial lateralisation of the partial ground reaction forces from both feet, as well as the period of ground reaction force bias, are important elements in any clinical tests involving quiet bipedal stance.</p