Developing Independent Skills Using a Virtual Reality-Based Training Program for Children with Down Syndrome

Children with Down syndrome (DS) have difficulties developing independent skills (IS), which affects their ability to carry out daily tasks and social interaction. To develop these children’s skills and enhance their independence, this study aimed to develop the IS of children with moderate DS through a training program based on virtual reality (VR). The study sample consisted of 18 male students with DS at the “Obour Day Care” Center in Al-Ahsa, Kingdom of Saudi Arabia. Their ages ranged from 8–12 years (mean age = 9.45, standard deviation ± 1.47). The study took a quasi-experimental approach, and the research tools were the Independence Skills Scale (ISS) prepared by Badawi (2018) and a training program developed by the researcher. The results showed a statistically significant difference between the mean ranks of the first experimental group (to which the VR program was applied) on the ISS for the pre- and post-measurements in favor of the post-measurement (z = -2.207, p = 0.027). There was also a statistically significant difference between the mean ranks of the second experimental group (to which the regular program was applied) on the ISS in the pre- and post-measurements in favor of the post-measurement (z = -2.201, p = 0.028). There was no statistically significant difference between the mean ranks of the control group (which was not exposed to any intervention) on the ISS in the pre- and post-measurements (z = -0.647, p = 0.518). In addition, there were statistically significant differences between the mean ranks of the three groups on the ISS in the post-measurement (x2 = 15.284, p < 0.001) in favor of the first experimental group, followed by the second experimental group. Based on the results, it is recommended that a training program based on VR be integrated into various training and educational programs targeting children with moderate DS, in order to enhance their independence and develop their skills. Received: 2 January 2024 / Accepted: 27 February 2024 / Published: 5 March 2024