ABSTRACT
The research examined the effect of an intervention program employing 3D immersive virtual reality (IVR), which focused on the perception of sequential time, on the mediation level and behavioural aspects of children with intellectual disability (ID). Mediated learning experience (MLE), a central theory developed by Feuerstein, describes a special quality of interaction between a learner and a person. Studies show that cognitive skills can be taught to people with ID using appropriate mediation techniques. Various studies focused on a change in cognitive ability by means of intervention programs among people with mild-moderate ID. Another dimension related to the intervention program is the behaviour of the participants as expressed in three aspects: emotional behaviour, cognitive behaviour and physical behaviour. Three 2D animated pictorial scenarios were developed by Eden and Passig. The use of 3D will enable educators and professional caregivers to use a lower level of mediation and improve the behavioural-emotional aspects of the ID child.
