Use of Virtual Reality to Diagnose and Habilitate People with Neurological Dysfunctions

Publisher Website
Google Scholar
Abstract
Continuing medical and technological advances have resulted in more prematurely born infants living than ever before, and current research has shown that 25% of these babies carry mild to moderate disabilities. In addition, there are large numbers of young adults who suffer brain damage and cognitive dysfunctions caused by serious head injuries. As of July 1997, it is estimated that more than 7 million children between the ages of 6 and 21, and approximately 20 million adults over 21 have either mental retardation, learning disabilities, or traumatic brain injuries with attendant cognitive deficits. Technological strides have enabled neurologists and neuropsychologists to sooner discover neurological deficits and the permanent cognitive impairments that impact significantly on a person's ability to learn and function socially, interpersonally, and vocationally. Increasingly sophisticated neuropsychological tests and habilitative interventions have helped both children and adults compensate for their disabilities. Yet, the artificiality of non-in vivo, paper-and-pencil tests and habilitative strategies derived from their results often are disconnected from the real world, making it too difficult to transfer them effectively to real-life learning opportunities. The development of virtual reality technologies provides a good opportunity to supplement existing diagnostic and training tools because of their experiential, in vivo properties, which simulate more closely real-life situations and can engage the person on cognitive and somatic levels. Judiciously used, virtual reality can emulate real-life situations and foster a more comprehensive understanding of cognitive disabilities and individual learning styles. However, even more important than any specific media technology is the development of assessment and habilitative tools that address the subjective world of people with disabilities as well as provide them interactive processes that sufficiently involve them so they can temporarily suspend ordinary reality for more full participation in the medium with which they are interfacing. These diagnostic and interactive training scenarios will enhance learning and skill transfer to everyday circumstances. This paper discusses rationales for developing virtual reality scripts to augment existing diagnostic tools and treatment of cognitive deficits. Key elements of right-hemisphere and frontal-lobe dysfunctions will be presented to establish a frame of reference. The capacity of immersive and desktop virtual reality assessment and habilitation strategies to expand our understanding of interactive and process-oriented elements of cognitive/somatic learning will be addressed. Finally, some of the advantages of immersive and desktop virtual environments will be presented, along with their potential limitations.

This publication has 1 reference indexed in Scilit: