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Evaluating the Use of Immersive Interactive Mixed Reality (I2MR) Technology in Special Needs Education in Singapore

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Abstract

The use of immersive interactive mixed reality (I2MR) technologies has been of interest to educators due to the rapid advancement of technology, lowered cost, and increased engagement of the senses. This is particularly attractive in special needs education (SNE) as it can provide a safe space in which students can learn and practice skills needed in the real world. 86 students with diagnosed cognitive disabilities (aged 7–18) and 10 teachers from three schools in Singapore participated in the study. The I2MR was added to the school curriculum for 4–8 months, depending on the school. The efficacy and practicality of I2MR intervention were assessed with qualitative interviews and quantitative surveys being analysed through statistical modelling. We showed improvement in students’ mental well-being, academic and social skills as well as a positive effect on teachers’ work satisfaction and sense of teacher efficacy. Based on the teachers’ feedback, I2MR was helpful for SNE because of its engaging environment, interactive and playful nature leading to higher involvement, facilitation of social skills, calming and relaxation effect, and “sandbox” mode for skills to be practised in a safe space. The I2MR limitations included overstimulation effects on certain students. Also, some activities can be performed more effectively using other tools. Overall, we present data that shows benefits and highlights the practicality of I2MR in SNE and make the argument for their further usage and development.

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Data availability

Raw data underlying the statistics and figures of this study are available on request from the authors. Requests for data access should be directed to the corresponding authors. All data will be anonymized due to confidentiality.

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Acknowledgements

We would like to thank Empact for their valuable input.

Funding

This work was funded by grants from SG Enable's Tote Board Enabling Lives Initiative (“TEBLI”) Grant that was awarded to Digital Dream.

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  1. Shawn Zheng Kai Tan and Maria Shendyapina have contributed equally to this work.

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  1. Digital Dream, 18C Lor Ampas, GS Building, Singapore, Singapore

    Shawn Zheng Kai Tan & Lilian Nguan Sim Tay

  2. Human Communication, Development, and Information Sciences (CDIS), Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong SAR

    Maria Shendyapina

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Correspondence to Shawn Zheng Kai Tan or Lilian Nguan Sim Tay.

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LNST and SZKT are affiliated with Digital Dream, a company that provides I2MR solutions and related services. Empact, which did some data collection and interviews, were hired by Digital Dream to conduct said surveys and interviews.

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Supplementary Figure 1: Timeline of surveys and interviews. Supplementary Figure 2: Templates given to schools to use. Supplementary Figure 3: Immersive interactive mixed reality content used by schools.Supplementary Figure 4: Semi-structured interview scripts used. Supplementary Figure 5: Statistical tests summary. Supplementary Figure 6: Summary statistics. (PDF 862 KB)

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Tan, S.Z.K., Shendyapina, M. & Tay, L.N.S. Evaluating the Use of Immersive Interactive Mixed Reality (I2MR) Technology in Special Needs Education in Singapore. Tech Know Learn 29, 781–802 (2024). https://doi.org/10.1007/s10758-023-09648-8

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