The impact of gender on self-presence and enjoyment of children with intellectual disabilities towards full immersive virtual reality games
Abstract
The purpose of this study was to determine the impact of gender on self-presence and enjoyment of children with intellectual disabilities (ID) towards full immersive virtual reality games. Participants were thirty-three (n=33) students (16 boys and 17 girls), aged 9 to 10 years (M=9.58, SD=.502), who had been diagnosed with mild ID but had neither comorbidity nor mobility problems. Participants attended a 6-week motor skill program based on full immersive virtual environments (Playstation VR). As measuring instrument, a part of PMEAP questionnaire of Ho, Lwin, Sng & Yee (2017) was used, and specifically the factors: "self-presence" and "enjoyment of the game" as they were adapted for the Greek public by Syropoulou, Amprasi, Karageorgopoulou & Giannousi (2018). The content of the factors involves 10 self-report questions on a 5-point Likert scale, ranged from “strongly disagree” (1) to “strongly agree” (5). The gender differences were evaluated by independent samples t-tests. Independent-samples t-test analyses indicated no significant differences between the two gender groups (boys, girls) in any of the two factors of the PMEAP questionnaire. In conclusion the participants, regardless of their gender, had a positive self-presence with the virtual reality games, enjoying their engagement with them.References
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