Memory Performance of Dyslexic Adults in Virtual Environments

Abstract

The use of virtual reality technologies in the evaluation process of the dyslexia syndrome has yet to be explored and is a true challenge for the scientists involved. The goal of this study was to design specialized tasks with the use of virtual reality, as a screening process of characteristic memory difficulties for undergraduate students diagnosed with dyslexia. Results showed that there were no statistically significant differences in the performance of students with dyslexia and students without dyslexia, a finding which highlights the development and successful use of compensatory memory strategies by individuals with dyslexia. Taking into consideration the realistic design of the specialized and targeted assessment tasks, the study's insight results and the recorded positive attitude of the participants, it seems that use of such virtual environments, like our VIRDA-MS, could mark a significant breakthrough in the assessment as well as the intervention process not only in the case of the dyslexia syndrome, but also in other special populations with memory difficulties, contributing to their better and overall understanding.