Virtual reality for real world safety: Evidence from a quasi-experimental study with deaf children

Abstract

This study examined the effectiveness of a virtual reality (VR)-based intervention in enhancing personal safety skills among Deaf elementary school students in Saudi Arabia. Deaf children often face increased safety risks due to communication barriers, and while safety education is essential, limited research has explored the use of immersive tools like VR to support learning in this population. The aim of this quasi-experimental study was to evaluate the impact of a structured, visual, and interactive training program on three domains: street crossing, road and market safety, and school safety. A total of 22 students in grades 1 to 3, all using Saudi Sign Language as their primary communication method, participated in the study. The intervention group received a combination of visual lessons and VR-based simulations, while the control group followed traditional instruction methods. Pre- and post-tests were used to assess skill acquisition. Results showed that the experimental group experienced significant improvement across all safety domains, with the most substantial gain in street crossing skills, where the group achieved a perfect post-test mean score. MANOVA analysis confirmed the intervention’s effectiveness, independent of age or presence of additional disabilities. These findings underscore the value of integrating VR and accessible technologies into safety education for Deaf students. The study contributes to inclusive education practices by demonstrating that tailored, technology-enhanced programs can effectively support the development of critical life skills in students who are deaf or hard of hearing.