Despite the advances made in Virtual Reality (VR) technology, the design of VR experiences lacks sufficient focus on accessibility and inclusion as the primary requirements. These are especially important for STEM education, where engaging in experiential activities is essential.
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Despite the advances made in Virtual Reality (VR) technology, the design of VR experiences lacks sufficient focus on accessibility and inclusion as the primary requirements. These are especially important for STEM education, where engaging in experiential activities is essential. This study was conducted to investigate accessibility considerations in the design and development of Immersive VR (IVR) learning spaces for wheelchair users. The specific research question is: How can we make a VR system easier to interact with for wheelchair users needing vertical movement? A user study with thirty (30) participants in three groups was conducted: Group A (the control group, non-wheelchair users) who used natural body movement to interact with the environment, Group B (verification group, non-wheelchair users) who used software controls for accessibility, and Group C (wheelchair users) who used the same software accessibility feature. The results indicate that the accessibility feature enabled wheelchair users to complete the tasks requiring raising or lowering of the body, with almost similar levels of completion rate and accuracy. @en
