Realidade virtual como tecnologia assistiva para alunos com deficiência intelectual

• Ano de defesa: 2012
• Autor(a) principal: Malaquias, Fernanda Francielle de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Engenharia Elétrica; Engenharias; UFU
• Palavras-chave em Português: Realidade virtual; Deficiência intelectual; Tecnologia assistiva; Deficiência mental; Virtual reality; Intellectual disability; Assistive technology; CNPQ::ENGENHARIAS::ENGENHARIA ELETRICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/14303; https://doi.org/10.14393/ufu.te.2012.41

The aim of this work is to evaluate the potential of Virtual Reality as an assistive technology for students with intellectual disability, especially in the teaching of logicalmathematical concepts. For this purpose, a Virtual Reality game aimed at students with intellectual disability was developed. The game, called VirtualMat, enables the teacher to explore many fundamental mathematical concepts with the students. It has been validated by special education professionals and tested by students with intellectual disability from two inclusive schools. In order to evaluate the efficiency of VirtualMat, it was used an approach both quantitative and qualitative. In the quantitative stage, questionnaires were applied to the teachers. These questionnaires, regarding the skills and knowledge presented by the students, were applied prior to the tests with VirtualMat get started in schools and were reapplied after a period of 3 months of tests. For the statistical analysis it was used the t-test for hypothesis testing and descriptive statistics for exploratory analysis. In the qualitative stage, it was used the observation technique, with a record about what occurred during the application of the software. This set of notes was assembled to be reported later in the present study, aiming to expand the theoretical discussion with what was observed in practice. The results indicate that VirtualMat contributed significantly for students with intellectual disabilities to learn concepts and skills that had not been seized by them in a conventional way, pointing out evidences that Virtual Reality, when used as Technology Assistive, has a positive impact on the process of teaching/learning of these students.