A Therapeutic Role-Playing VR Game for Children with Intellectual Disabilities

TL;DR

The paper tackles cognitive and motor rehabilitation in children with intellectual disabilities by introducing Space Exodus, a VR-based role-playing game with five tasks delivered over six weeks to 16 participants in Ecuador. It combines a pre-/post-test design with objective attention measures ($p < 0.01$) and observational metrics, demonstrating significant gains in concentration and reductions in task completion time and errors. The embedded VR assistant and structured, task-based gameplay contributed to increased engagement, autonomy, and learning transfer, supporting immersive, inclusive rehabilitation. These findings support the practical potential of adaptive, game-based VR therapies to complement traditional interventions and inform future scalable designs.

Abstract

Virtual Reality (VR) offers promising avenues for innovative therapeutic interventions in populations with intellectual disabilities (ID). This paper presents the design, development, and evaluation of Space Exodus, a novel VR-based role-playing game specifically tailored for children with ID. By integrating immersive gameplay with therapeutic task design, Space Exodus aims to enhance concentration, cognitive processing, and fine motor skills through structured hand-eye coordination exercises. A six-week pre-test/post-test study was conducted with 16 children in Ecuador, using standardized assessments, the Toulouse-Pieron Cancellation Test, and the Moss Attention Rating Scale complemented by detailed observational metrics. Quantitative results indicate statistically significant improvements in concentration scores, with test scores increasing from 65.2 to 80.3 and 55.4 to 68.7, respectively (p < 0.01). Qualitative observations revealed reduced task attempts, enhanced user confidence, and increased active participation. The inclusion of a VR assistant provided consistent guidance that further boosted engagement. These findings demonstrate the potential of immersive, game-based learning environments as practical therapeutic tools, laying a robust foundation for developing inclusive and adaptive rehabilitation strategies for children with ID.

Figures (3)

• Figure 1: Experimental Activity Flowchart. The experiment begins with a pre-test, followed by a mid-term assessment in Week 3, and concludes with a post-test in Week 6.
• Figure 2: Progression of task completion times for 16 children over six weeks. Each column represents a specific task (Week–Task), and each row corresponds to a child. Color gradient indicates completion time, with lighter shades representing longer durations and darker shades representing shorter durations.
• Figure 3: Mean concentration assessment scores across Pre-Test, Mid-Test, and Post-Test intervals.