Immersive Reality promotes inclusion amongst special needs pupils

Today I host a guest post from Immersive Reality, a UK-based company that immerses its users inside environments without the use of VR headsets, but projecting the images of the virtual worlds on the walls of a room. I’ve found it interesting because they also use this setup to help children with certain disabilities that can’t wear a VR headset on their heads.

(BTW this is not a paid post, I am hosting a company because I think it is working on something that has a positive impact)

Virtual Reality (VR) offers many incredible opportunities when it comes to making learning and experiences more inclusive for people with disabilities. Experiencing VR is made even more accessible when there is no need for headsets – and that’s exactly what our Immersive Reality spaces make possible.

For many years, digital technologies have played an important role in reducing opportunity gaps, especially amongst members of disadvantaged and underrepresented communities – from assistive technologies that create independence for people with disabilities to learning platforms that provide access to educational opportunities. Technology is a valuable tool in regards to its contribution to inclusion – if it is designed with these goals in mind. VR can serve as a tool to help tackle biases, improve access to opportunities, as well as create collaborative experiences which can develop and improve many key life skills.

VR, as well as AR (Augmented Reality) enable users to experience digital content in both physical and virtual spaces. Enthusiasts are hopeful that this type of technology will eventually become as ubiquitous as today’s digital communication devices, such as smartphones. If immersive technologies continue to grow in popularity, it will make a huge difference to the world, making important contributions to the way that those with disabilities feel presented.

This is why we created our Immersive Reality spaces – to make these technologies accessible to a wider audience – particularly within special needs education. Bridging the gap between imagination and real life, we are a UK-based company making ground-breaking steps in inclusive technology for education.

Our virtual spaces provide a fantastic resource for teachers and students, using pioneering technology to create a dedicated safe space, where HD-quality projectors produce engaging visual experiences across multiple walls and floors. The high-quality surround sound system adds to the feeling of immersion, which lets the user experience the delicate rustling of leaves on a windy autumn day, to the thunderous roar of a rocket launching! Choosing a scene within our rooms is easy – scroll through our content listings on a tablet, choose the scene you want, and touch it. The room will then start that scene – it really is as simple as that.The easy to use, straightforward user interface means that the room is accessible for almost anyone.

Each wall uses laser technology to detect the smallest motion. It will detect a single finger, hand or multiple points of contact from multiple people. This makes specific scenes exciting and fun, whilst developing hand-eye coordination and tracking skills. Users are able to engage with the system through touch-sensitive walls, full interactive floor, and gesture control. Imagine being in a flowery meadow surrounded by butterflies, where placing your hand on the wall will cause the butterflies to land and settle on your hand! Or zooming through the solar system and touching the planets to learn more about them.

Our system is also accessible through a range of wireless controllers. These include the Xbox Wireless Controller, Xbox Adaptive Controller, the IRiS Colour Selector and the IRiS Qube. Xbox controllers allow the users to discover huge explorable environments, with the Xbox Adaptive Controller specifically designed for people with special needs – particularly those with limited movement. A static room can be transformed into a space that is truly immersive through the use of these controllers. Not only are you surrounded by stunning 360˚imagery, but you are able to control it and move through it in any direction you wish.

Our platform specifically aims to enhance inclusion for those with special educational needs and disabilities. Because it is highly adaptable and customisable to individual users and for specific situations, it minimizes physical barriers. This allows people of all abilities to get involved with the technology and experiences on offer. The experiences provide more engaging and realistic sensory experiences than other forms of technology, such as two-dimensional screens, or traditional sensory rooms. The 360°, explorable environments mirror the real world and create the feeling of really being there.

Immersive Reality’s bespoke content enhances all subjects, to promote an engaging and inclusive group experience. A particularly unique aspect of our system is our simulations, which help prepare pupils to take on a multitude of different scenarios and challenges. Our spaces have the ability to fully immerse pupils in safe, controlled, 360° virtual environments, but without a headset! Without the need for a VR headset, the spaces allow teachers and carers to share the space with pupils, so they don’t feel isolated whilst trying new and unfamiliar activities.

Not only does the absence of headsets allow for shared experiences, but it also opens up new opportunities for individuals who can’t wear a headset. Of course, virtual reality headsets are amazing technology, but for certain users, they’re simply not feasible, for many reasons.

Some users with special educational needs may be non-verbal, so their teacher or carer will need to see their facial expressions to truly understand whether they are enjoying the experience or not. Putting individuals such as these in a headset could be very traumatic for them, as they wouldn’t be able to tell their carer whether they were enjoying it or not! If they don’t like it, how can they escape? (Gent, 2016) [3]

Many students with autism wouldn’t tolerate having a headset on their face (Gera, 2018) [1] and children with other learning difficulties may not understand their surroundings when wearing a headset, and are likely to become disoriented or anxious. (Bailey and Bailenson, 2017) [2]

Not only are educational needs an issue when it comes to headsets, but there is also a problem when it comes to those with other disabilities. “Many of those with limited mobility can’t experience VR without assistance, and even with a headset on, many can’t make the head or body movements necessary to get the full experience.” (Phillips, 2020) [4]

If the only way of experiencing VR was through a headset, this would mean that so many people could miss out on a huge array of experiences and enhanced learning. But with our immersive spaces, they have the chance to experience VR in a unique way.

One of the best aspects of our rooms is the fact that they can help prepare pupils for real life situations, where they may be too nervous, or simply unable, to try in the real world. We have a range of simulations that allow pupils to gain confidence with many everyday activities. These include navigating the London underground, going shopping, getting a bus and boarding an aircraft.  Pupils can develop confidence and familiarity with environments that they may perceive as daunting or threatening. Because the simulations can be practiced with someone they trust, these ‘scary’ situations can be trialed and tested in a safe and familiar environment.

Our simulations help the development of key life skills, including navigation skills, social skills, time keeping and decision making, amongst many others. Furthermore, they help the mental health of special needs students, by allowing them to feel involved with trying new activities. For pupils with special educational needs, experiences can be adapted to suit them individually. This is made possible through the use of CGI (computer generated imagery) in our system, allowing the teacher or carer to tailor each scenario to the individual.

Simulations can also be used to help pupils with communication challenges such as autism or Asperger’s, to practice social skills in non-threatening environments. Some of the simulations best suited to these individuals are shopping and getting on a bus or train. For example – the train could be empty, full of a handful of people, or jam-packed. The train could also turn up late, or never turn up. This flexibility means that individuals of all ages and abilities can use our platform to gain confidence and develop key skills.  The skills can be practised in a reassuring environment, allowing pupils to prepare for an event with someone they trust. And if it gets too much, the system can whisk them away somewhere safe.

As well as preparing for real life scenarios, Immersive Reality spaces also enhance learning. Instead of simply reading about a subject, pupils can be transported all over the world, and even to different time periods! This means that they are immersed in their lessons, and are therefore much more likely to remember the subject being taught. Our in-house content creators design stunning bespoke content for our spaces. If there is a certain place that pupils want to explore, we can create this especially for the individual school.

Immersive Reality opens up a whole new world of sensory experiences, from travelling around the world, to outer space, as well as interacting with exotic animals and taking part in exciting collaborative experiences. The environments simulate a person’s physical presence, and can help pupils with disabilities expand their knowledge and skills in ways that wouldn’t otherwise be possible. This allows them to engage in activities relatively free from the limitations imposed by their disability.

It’s also a space where pupils can go to self regulate, calm down, and return to class with a new sense of self awareness and control. The possibilities are endless!

To find out more about our Immersive Reality spaces, view our online brochure here https://www.immersivereality.co.uk/immersive-reality-brochure/ or visit our website www.immersivereality.co.uk

References

[1] – Gera, Emily. (2018) How VR Is Being Used to Help Children With Learning Disabilities, Autism. Accessed from https://variety.com/2018/digital/features/voiss-interview-vr-hmd-1203086576/

[2] – Bailey, Jakki O. and Bailenson, Jeremy N. (2017) Immersive Virtual Reality and the Developing Child. Stanford University, Stanford, CA, United States.

[3] – Gent, E. (2016) Are Virtual Reality Headsets Safe for Children? Scientific American. Accessed from https://www.scientificamerican.com/article/are-virtual-reality-headsets-safe-for-children/

[4] – Phillips, K. U. (2020) Virtual Reality Has an Accessibility Problem. Scientific American. Accessed from https://blogs.scientificamerican.com/voices/virtual-reality-has-an-accessibility-problem/