Analyzing Visual Attention of People with Intellectual Disabilities during Virtual Reality-Based Job Training

Abstract

Virtual reality (VR) has proven an effective means of job training for people with intellectual disabilities who may experience difficulties in learning. However, it is unlikely for them to successfully complete a certain task using only VR-based job training contents without receiving supplemental help from others. Accordingly, to increase the effectiveness of virtual job training for people with intellectual disabilities in training situations in which they may experience difficulty and become unable to proceed further, the contents of the training program need to automatically identify such moments and provide support so that they may correctly perform the task. To identity the moment of intervention, we conducted an experiment (n = 21) to collect eye tracking data of people with intellectual disabilities while performing VR-based barista training. We measured eye scanning patterns to identify any difference between people with intellectual disabilities who complete a given step independently and those who request intervention. We found that the information about the types of fixated objects did not help to identify any difference, but the information about eye transition, eye movements between two different areas of interest, was useful in identifying the difference. Our findings provide implications for identifying the moment of intervention for people with intellectual disabilities.