An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/103387
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Title: An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving
Authors: Fernández-Herrero, Jorge | Lorenzo, Gonzalo
Research Group/s: Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) | Educación Inclusiva y Tecnología (IncluTIC)
Center, Department or Service: Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Autism Spectrum disorders | Immersive virtual reality | Autism | HMD
Knowledge Area: Didáctica de la Expresión Plástica | Didáctica y Organización Escolar
Issue Date: 18-Nov-2019
Publisher: Springer Nature
Citation: Education and Information Technologies. 2019. doi:10.1007/s10639-019-10050-0
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.
URI: http://hdl.handle.net/10045/103387
ISSN: 1360-2357 (Print) | 1573-7608 (Online)
DOI: 10.1007/s10639-019-10050-0
Language: eng
Type: info:eu-repo/semantics/article
Rights: © Springer Science+Business Media, LLC, part of Springer Nature 2019
Peer Review: si
Publisher version: https://doi.org/10.1007/s10639-019-10050-0
Appears in Collections:INV - GIDU-EDUTIC/IN - Artículos de Revistas
INV - IncluTIC - Artículos de Revistas

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