Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/62607
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Title: Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders
Authors: Lorenzo, Gonzalo | Lledó Carreres, Asunción | Pomares, Jorge | Roig-Vila, Rosabel
Research Group/s: EDUTIC- ADEI (Educación y Tecnologías de la Información y Comunicación- Atención a la Diversidad. Escuela Inclusiva) | Automática, Robótica y Visión Artificial
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Física, Ingeniería de Sistemas y Teoría de la Señal | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas
Keywords: Autism spectrum disorders | Virtual reality | Emotional skills | Social skills | Computer vision
Knowledge Area: Didáctica y Organización Escolar | Ingeniería de Sistemas y Automática
Issue Date: Jul-2016
Publisher: Elsevier
Citation: Computers & Education. 2016, 98: 192-205. doi:10.1016/j.compedu.2016.03.018
Abstract: This paper proposes the design and application of an immersive virtual reality system to improve and train the emotional skills of students with autism spectrum disorders. It has been designed for primary school students between the ages of 7–12 and all participants have a confirmed diagnosis of autism spectrum disorder. The immersive environment allows the student to train and develop different social situations in a structured, visual and continuous manner. The use of a computer vision system to automatically determine the child's emotional state is proposed. This system has been created with two goals in mind, the first to update the social situations, with the student's emotional mood taken into account, and the second to confirm, automatically, if the child's behavior is appropriate in the represented social situation. The results described in this paper show a significant improvement in the children's emotional competences, in comparison with the results obtained until now using earlier virtual reality systems.
URI: http://hdl.handle.net/10045/62607
ISSN: 0360-1315 (Print) | 1873-782X (Online)
DOI: 10.1016/j.compedu.2016.03.018
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2016 Elsevier Ltd.
Peer Review: si
Publisher version: http://dx.doi.org/10.1016/j.compedu.2016.03.018
Appears in Collections:INV - EDUTIC-ADEI - Artículos de Revistas
INV - AUROVA - Artículos de Revistas
INV - HURO - Artículos de Revistas
INV - IncluTIC - Artículos de Revistas

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