An Immersive Virtual Reality Educational Intervention on People with Autism Spectrum Disorders (ASD) for the Development of Communication Skills and Problem Solving

Autor/inn/en	Herrero, Jorge Fernández; Lorenzo, Gonzalo
Titel	An Immersive Virtual Reality Educational Intervention on People with Autism Spectrum Disorders (ASD) for the Development of Communication Skills and Problem Solving
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.1689-1722 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10050-0
Schlagwörter	Computer Simulation; Simulated Environment; Teaching Methods; Educational Technology; Emotional Development; Social Development; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intervention; Program Effectiveness; Communication Skills; Problem Solving + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Künstliche Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Gefühlsbildung; Soziale Entwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Kommunikationsstil; Problemlösen
Abstract	This paper proposes the design and application of a head mounted display (HMD) immersive virtual reality system to improve and train the emotional and social skills of students with autism spectrum disorders. We selected two groups of 7 high functioning ASD children each, ages between 8 and 15, and similar educational capabilities. On the first group, we applied an own intervention design working on social and emotional competences along 10 sessions by using Immersive Virtual Reality (IVR) as a didactical tool, re-creating virtual environments of socialization (a classroom and a play garden). The second group is used as control, and as such is not put through any sort of intervention during the intervention period. The adaptation levels and the improvements obtained suggest that IVR in the presented format is in line with the sensory preferences and visuospatial strength of the ASD children participating in this study. Consequently, we may conclude that IVR can be satisfactory used as educational tool for ASD children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01