Achieving Gameplay Independence in Virtual Reality Exergames for Individuals With Mild Intellectual Disabilities: Pilot Study
Bibliographic record
Abstract
BACKGROUND: Individuals with mild intellectual disabilities (ID) often face cognitive and functional challenges, which can lead to low physical activity (PA) and a higher risk of obesity. While virtual reality (VR) exergames show promise for promoting PA in typically developing children, a key barrier for individuals with ID is the lack of a structured teaching methodology. This study argues that a tailored approach is essential to help children with mild ID gain independence in gameplay. By learning specific patterns, they can achieve greater autonomy, which not only facilitates increased PA but also improves motor competence, physical fitness, functional abilities, and overall well-being. OBJECTIVE: This study aims to evaluate the effectiveness of the WISH (Warm-up, Imitation, Settings, Half-hour exergame session) and WON (Warm-up, Objective evaluation, No problem!) training protocols in improving participant independence, exergame performance, and overall gameplay experience in VR. METHODS: We used a multisession, single-group research design involving 16 training sessions in this pilot study. The 16 sessions were conducted during scheduled physical education classes at a special school in Poland from October 2023 to May 2024. The intervention comprised two main protocols: the WISH protocol (sessions 1-4), an introductory phase focused on familiarization with VR technology and gameplay mechanics, and the WON protocol (sessions 5-16), designed for gradual reduction of trainer assistance to promote gameplay independence. RESULTS: The statistical analysis confirmed the effectiveness of both the WISH and WON protocols. A Wilcoxon signed-rank test on the WISH protocol revealed a statistically significant improvement in understanding instructions for the warm-up (r=0.87; P=.009), the projector imitation (r=0.91; P=.007), and participant exergame performance (r=0.90; P=.03). Within the WON protocol, the Wilcoxon test also showed a significant increase in participant exergame performance (r=0.89; P=.008). Further analysis using Spearman rank-order correlation indicated a very strong association between increased independence and better exergame performance (ρ=0.91; P=.002) and overall gameplay experience (ρ=0.63; P<.05). CONCLUSIONS: This pilot study suggests that the structured WISH and WON training protocols may have the potential to enhance functional autonomy, exergame performance, and overall gameplay experience in individuals with mild ID. The observed improvements indicate that such structured pedagogical approaches could be beneficial for this population. These preliminary findings warrant further investigation through larger-scale, controlled studies to confirm efficacy and explore the transferability of these benefits to broader contexts and other VR exergames.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".