Virtual Reality

Research on the Visual Training of Binocular Dysfunctions with Dyslexia and ADHD Using Virtual Reality

利用虛擬實境技術對患有閱讀障礙和過動症的雙眼功能障礙進行視覺訓練的研究

Project Background

Visual dysfunctions affect a significant number of children and are often associated with learning difficulties, particularly in cases of dyslexia and ADHD. There is evidence suggesting that abnormal eye movements, attentional processing issues, and problems with high-level vision contribute to these conditions. Misdiagnosis of visual dysfunctions in children with dyslexia and ADHD is also common.

To address this, a novel immersive solution based on 3D visualization to assist in visual training for children exhibiting early signs of visual dysfunction, alongside reading/learning disabilities or behavioral disorders is proposed.

Problem Identification

Traditional methods for addressing dyslexia and ADHD in children, such as tutoring, behavioral interventions, and medication, may not sufficiently target underlying visual dysfunctions contributing to these conditions. To fill this gap, a novel immersive solution based on 3D visualization is proposed. This approach aims to provide valuable assistance to healthcare professionals in assessing, triaging, and identifying early signs of dyslexia, ADHD, and related conditions.

The innovation lies in creating a comfortable and engaging platform to assess and enhance visual skills, offering a more realistic and immersive training environment. The solution's potential extends beyond dyslexia and ADHD, holding promise for addressing various visual dysfunctions and related disorders. This versatility broadens its impact and benefits for children facing a range of visual challenges.

Project Objectives

1. Research and development of a VR training program:

   The primary objective is to conduct research and development for a VR training program specifically designed to address visual dysfunctions in children. This program aims to utilize virtual reality technology to provide effective interventions for conditions like dyslexia and ADHD.

2. Pilot assessment of the training program:

A key focus is on evaluating the potential effectiveness of the VR training program in improving visual dysfunctions among children. This involves designing rigorous research studies to measure the impact of the program on various aspects, including visual skills, attention, reading abilities, and overall academic performance through the review by the related experts. By assessing the training programme, we can determine the potential efficacy and suggest further improvement of the training programme for visual dysfunctions.

Benefits and Impacts of Solving the Problem

In the short term, children will experience improvements in visual skills, attention, reading abilities, and academic performance through personalized training. Parents and caregivers will find relief and satisfaction in their children's progress.

Mid-term impacts include enhanced treatment approaches for healthcare professionals, leading to accurate diagnoses and improved interventions. Educators will benefit from improved learning outcomes and the potential influence on teaching practices and educational policies.

Long-term benefits focus on the enhanced quality of life for children, with better academic success, increased self-confidence, and improved social and professional prospects. Societal impacts include reduced burdens of learning difficulties and resource savings within educational systems.

References:

Franzen, L., Stark, Z., & Johnson, A. P. (2021). Individuals with dyslexia use a different visual sampling strategy to read text. Scientific reports, 11(1), 6449.

Kristjánsson, Á., & Sigurdardottir, H. M. (2023). The Role of Visual Factors in Dyslexia. Journal of cognition, 6(1), 31. https://doi.org/10.5334/joc.287

Mihaylova, M. S., Bocheva, N. B., Stefanova, M. D., Genova, B. Z., Totev, T. T., Racheva, K. I., Shtereva, K. A., & Staykova, S. N. (2022). Visual noise effect on reading in three developmental disorders: ASD, ADHD, and DD. Autism & Developmental Language Impairments, 7. https://doi.org/10.1177/23969415221106119

Sandfeld Nielsen, L., Skov, L. and Jensen, H. (2007), Visual dysfunctions and ocular disorders in children with developmental delay. I. prevalence, diagnoses and aetiology of visual impairment. Acta Ophthalmologica Scandinavica, 85: 149-156. https://doi.org/10.1111/j.1600-0420.2006.00867.x