| Citation: |
Brooks, B.M., Rose, F.D., Atree, E.A., & Elliot-Square, A. (2002). An evaluation of the efficacy of training people with learning disabilities in a virtual environment.
Disability and Rehabilitation, 24
(11),
622-626.
|
| Title: |
An evaluation of the efficacy of training people with learning disabilities in a virtual environment |
| Authors: |
Brooks, B.M., Rose, F.D., Atree, E.A., & Elliot-Square, A. |
| Year: |
2002 |
|
Journal/Publication:
|
Disability and Rehabilitation |
| Publisher: |
Informa Healthcare |
| DOI: |
https://doi.org/10.1080/09638280110111397
|
| Full text: |
http://proxy.library.vcu.edu/login?url=http://informahealthcare.com...
|
| Peer-reviewed? |
Yes
|
| NIDILRR-funded? |
No
|
|
Research design:
|
Quasi-experimental
|
| Background: |
The majority of people with learning disabilities in the United Kingdom do not get the opportunity to work because they are often denied appropriate vocational training. |
|
Purpose:
|
To evaluate the efficacy of using a virtual kitchen for vocational training of people with learning disabilities. |
|
Setting:
|
The settings were schools for training in catering for individuals with disabilities in the United Kingdom. |
|
Study sample: |
The sample size included 24 catering students with learning disabilities. |
|
Intervention:
|
The intervention was vocational training in food preparation in the virtual kitchen, real training and using traditional workbook methods. |
|
Control or comparison condition:
|
Students were their own controls. |
|
Data collection and analysis:
|
Pre-test, post-test, and improvement scores were collected. |
|
Findings:
|
Virtual training was found to be as beneficial as really training and more beneficial than workbook training. |
|
Conclusions:
|
Vocational students with learning disabilities were able to use the virtual environment and were motivated to learn using this training method. Depending on the task being trained, virtual training had a more beneficial effect on real task performance than workbook training, even when the virtual kitchen was not modeled on the real training kitchen. (p. 622) |
