The Effect of VR-based Instruction on the Acquisition of Barista-related Skills and Vocabulary in Students with Intellectual Disabilities

This study aims to analyze the effects of a virtual reality-based intervention program on the barista-related skills and vocabulary acquisition of students with intellectual disabilities.For this purpose, three high school students with intellectual disabilities were selected as research subjects, and the changing criterion design method among single-subject research methods was applied.A six-teenssession intervention program with a four-stage procedure was developed, and after baseline evaluation, interventions were administered to each student.In the intervention phase, barista-related skills and vocabulary evaluations were conducted after each intervention.Following a one-week hiatus, maintenance and generalization assessments were carried out.The evaluation data on barista-related skills and vocabulary were presented with average and range scores, and a visual analysis was conducted.Additionally, PCD (percentage of conforming data) and PND (percentage of nonoverlapping data points) were calculated to analyze the effectiveness of the intervention.The study's results showed that all students with intellectual disabilities who participated in this study significantly improved in barista-related skills and vocabulary, and PCD and PND also showed significant results.Therefore, it is necessary to continuously explore the application of virtual reality-based intervention programs as a method of vocational education for students with intellectual disabilities and to develop ways to utilize them effectively.