{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/17101"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/17101","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Object perception for students with visual impairments: A virtual reality approach","abstract":"Problem/Purpose of the Study: This study explored the feasibility of integrating Virtual Reality (VR) to enhance educational experiences for students with visual impairments (VI). It examined how VR could improve object perception and detail identification, increasing accessibility and addressing limitations of traditional visual-centric teaching methods. Procedure: A quantitative approach with anecdotal notation assessed VR’s impact on object perception. Participants engaged in structured real-world (natural) viewing tasks at six, eight, and ten feet, then completed identical tasks in VR. Participants completed a pre-session interview on visual acuity, followed by an object identification task in both environments. A post-session interview gathered feedback on their experiences and perceptions. Anecdotal notation was recorded via a pre-interview for visual acuity, performance, and accommodations. The post-interview collected reactive data concerning VR experience. A simple T-test was used to analyze the data from the natural and virtual sessions with a direct comparison between the two environments. Summary of Conclusions: The findings of this study underscored the practical implications of using VR to enhance spatial awareness, sensory stimulation, and independent exploration for students with visual impairments. However, the study also highlighted challenges such as accessibility, cost, and potential side effects like motion sickness. These findings provide valuable insights into the ongoing refinement and development of VR applications for education with this student population, guiding future research and practice in the field of special education.","abstract_html":"Problem/Purpose of the Study: This study explored the feasibility of integrating Virtual Reality (VR) to enhance educational experiences for students with visual impairments (VI). It examined how VR could improve object perception and detail identification, increasing accessibility and addressing limitations of traditional visual-centric teaching methods. Procedure: A quantitative approach with anecdotal notation assessed VR’s impact on object perception. Participants engaged in structured real-world (natural) viewing tasks at six, eight, and ten feet, then completed identical tasks in VR. Participants completed a pre-session interview on visual acuity, followed by an object identification task in both environments. A post-session interview gathered feedback on their experiences and perceptions. Anecdotal notation was recorded via a pre-interview for visual acuity, performance, and accommodations. The post-interview collected reactive data concerning VR experience. A simple T-test was used to analyze the data from the natural and virtual sessions with a direct comparison between the two environments. Summary of Conclusions: The findings of this study underscored the practical implications of using VR to enhance spatial awareness, sensory stimulation, and independent exploration for students with visual impairments. However, the study also highlighted challenges such as accessibility, cost, and potential side effects like motion sickness. These findings provide valuable insights into the ongoing refinement and development of VR applications for education with this student population, guiding future research and practice in the field of special education.","abstract_has_math":false,"creators":["Clemens, Donna Susanne"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":[],"advisors":["Keeley, Randa"],"committee_chairs":[],"committee_members":["Goo, Minkowan","Peterson-Ahmad, Maria"],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T05:05:26Z","subjects":["Visual impairment","Virtual reality","Low vision","Visual perception","Visual acuity"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/17101","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Keeley, Randa"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Goo, Minkowan","Peterson-Ahmad, Maria"]},{"key":"dc:creator","label":"Author","values":["Clemens, Donna Susanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-05T18:24:27Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Visual impairment","Virtual reality","Low vision","Visual perception","Visual acuity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/17101"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem/Purpose of the Study: This study explored the feasibility of integrating Virtual Reality (VR) to enhance educational experiences for students with visual impairments (VI). It examined how VR could improve object perception and detail identification, increasing accessibility and addressing limitations of traditional visual-centric teaching methods. Procedure: A quantitative approach with anecdotal notation assessed VR’s impact on object perception. Participants engaged in structured real-world (natural) viewing tasks at six, eight, and ten feet, then completed identical tasks in VR. Participants completed a pre-session interview on visual acuity, followed by an object identification task in both environments. A post-session interview gathered feedback on their experiences and perceptions. Anecdotal notation was recorded via a pre-interview for visual acuity, performance, and accommodations. The post-interview collected reactive data concerning VR experience. A simple T-test was used to analyze the data from the natural and virtual sessions with a direct comparison between the two environments. Summary of Conclusions: The findings of this study underscored the practical implications of using VR to enhance spatial awareness, sensory stimulation, and independent exploration for students with visual impairments. However, the study also highlighted challenges such as accessibility, cost, and potential side effects like motion sickness. These findings provide valuable insights into the ongoing refinement and development of VR applications for education with this student population, guiding future research and practice in the field of special education."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Object perception for students with visual impairments: A virtual reality approach"]}]}],"canonical_facts":{"dc:contributor.advisor":["Keeley, Randa"],"dc:contributor.committeemember":["Goo, Minkowan","Peterson-Ahmad, Maria"],"dc:creator":["Clemens, Donna Susanne"],"dc:date.accessioned":["2025-06-05T18:24:27Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Problem/Purpose of the Study: This study explored the feasibility of integrating Virtual Reality (VR) to enhance educational experiences for students with visual impairments (VI). It examined how VR could improve object perception and detail identification, increasing accessibility and addressing limitations of traditional visual-centric teaching methods. Procedure: A quantitative approach with anecdotal notation assessed VR’s impact on object perception. Participants engaged in structured real-world (natural) viewing tasks at six, eight, and ten feet, then completed identical tasks in VR. Participants completed a pre-session interview on visual acuity, followed by an object identification task in both environments. A post-session interview gathered feedback on their experiences and perceptions. Anecdotal notation was recorded via a pre-interview for visual acuity, performance, and accommodations. The post-interview collected reactive data concerning VR experience. A simple T-test was used to analyze the data from the natural and virtual sessions with a direct comparison between the two environments. Summary of Conclusions: The findings of this study underscored the practical implications of using VR to enhance spatial awareness, sensory stimulation, and independent exploration for students with visual impairments. However, the study also highlighted challenges such as accessibility, cost, and potential side effects like motion sickness. These findings provide valuable insights into the ongoing refinement and development of VR applications for education with this student population, guiding future research and practice in the field of special education."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/11274/17101"],"dc:language.iso":["English"],"dc:subject":["Visual impairment","Virtual reality","Low vision","Visual perception","Visual acuity"],"dc:title":["Object perception for students with visual impairments: A virtual reality approach"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Special Education"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:26Z"}