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

Authors:
Gonzalo Lorenzo;Jorge Pomares;Asuncion Lledó
Affiliations:
Department of General and Especific Didactics, University of Alicante, Alicante, Spain;Department of Physics, System Engineering and Signal Theory, University of Alicante, Alicante, Spain;Department of Development Psycholoy and Teaching, University of Alicante, Alicante, Spain
Venue:
Computers & Education
Year:
2013

Citing 9
Cited 0

Virtual environments for social skills training: comments from two adolescents with autistic spectrum disorder

Computers & Education
Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Virtual Reality
Autism and digital learning environments: Processes of interaction and mediation

Computers & Education
A Virtual Environment for Teaching Social Skills: AViSSS

IEEE Computer Graphics and Applications
iSocial: a 3D VLE for youth with autism

CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
Face detection and tracking in video sequences using the modifiedcensus transformation

Image and Vision Computing
Social use of computer-mediated communication by adults on the autism spectrum

Proceedings of the 2010 ACM conference on Computer supported cooperative work
Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions

Computers & Education
Children with Asperger Syndrome and Computer Supported Collaborative Learning Activities: A Case Study in a 3rd Grade Mixed Class

INCOS '10 Proceedings of the 2010 International Conference on Intelligent Networking and Collaborative Systems

Quantified Score

Hi-index	0.00

Visualization

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.