Virtual reality innovation for enhancing verbal ability for students with hearing impairment
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Abstract
Students with hearing impairments often face challenges in developing verbal abilities, which are critical skills for academic success. This research aimed to develop a Virtual Reality (VR) innovation to enhance the verbal abilities of students with hearing impairments using the ADDIE instructional design model to strengthen verbal abilities among elementary-level students with hearing impairments. This was a qualitative research study. The key informants consisted of 12 students (6 boys and 6 girls) aged 6–14 years from Chonburi School for the Deaf, covering all grade levels from Grade 1–6, who participated in 8 VR training sessions, each lasting 30–45 minutes.
The research findings revealed that: 1) The developed VR innovation for enhancing the verbal abilities of students with hearing impairments consisted of 5 scenes: a classroom, a gym, a cafeteria,
a science laboratory, and a playground, and was deemed appropriate for practical implementation.
2) Student interviews indicated that the VR innovation effectively developed verbal abilities, enabling students to learn and memorize new vocabulary in various contexts such as the classroom, gym, cafeteria, playground, and science laboratory. 2.1) Students demonstrated high engagement and motivation, expressing satisfaction with learning through VR and wanting to use it daily, and 2.2) Students were able to transfer vocabulary and language skills learned from the virtual environment to real communication in both classroom settings and daily life. The research findings indicate that VR innovation has high potential as an educational innovation for enhancing verbal abilities, providing engaging and contextually relevant learning experiences, and can effectively supplement existing educational strategies.
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