Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

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Title: Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome
Authors: Lorenzo, Gonzalo | Pomares, Jorge | Lledó Carreres, Asunción
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 Didáctica General y Didácticas Específicas | Universidad de Alicante. Departamento de Física, Ingeniería de Sistemas y Teoría de la Señal | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Architectures for educational technology system | Interdisciplinary projects | Pedagogical issues | Teaching/learning strategies | Virtual reality
Knowledge Area: Didáctica y Organización Escolar | Ingeniería de Sistemas y Automática
Issue Date: Mar-2013
Publisher: Elsevier
Citation: Computers & Education. 2013, 62: 88-101. doi:10.1016/j.compedu.2012.10.028
Abstract: This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.
ISSN: 0360-1315 (Print) | 1873-782X (Online)
DOI: 10.1016/j.compedu.2012.10.028
Language: eng
Type: info:eu-repo/semantics/article
Peer Review: si
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Appears in Collections:INV - GIDU-EDUTIC/IN - Artículos de Revistas
INV - AUROVA - Artículos de Revistas
INV - HURO - Artículos de Revistas
INV - IncluTIC - Artículos de Revistas

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