Brief report: Two case studies using virtual reality as a learning tool for autistic children

Using the advantages of the sense of presence generated by virtual reality, a system to help children with autism was developed. Two case studies with children showed virtual reality has the potential to provide a safer, customized learning environment for individuals with autism. A model of reality that discusses historical and perceptual rules as well as input stimuli in forming a sense of presence is described.

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Development of Virtual Reality Applications with the ADDIE Model for Prospective Educators of Children with Autism

Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) ◽

10.29207/resti.v4i4.2092 ◽

2020 ◽

Vol 4 (4) ◽

pp. 672-681

Author(s):

Dhomas Hatta Fudholi ◽

Rahadian Kurniawan ◽

Dimas Panji Eka Jalaputra ◽

Izzati Muhimmah

Keyword(s):

Virtual Reality ◽

Special Needs ◽

Prospective Teachers ◽

Children With Autism ◽

Children With Special Needs ◽

Design Development ◽

Autistic Children ◽

Application Development ◽

Addie Model ◽

Prospective Educators

Knowledge is needed for children with special needs to support their quality of life. This is a challenge for prospective educators / prospective teachers. A deeper knowledge is needed to really understand children with special needs. This research is carried out to develop a skill simulator application for autistic child’s prospective educator using Virtual Reality technology. This application will be used as a teaching medium which incorporates motion sensor tools. The sensors will make the virtual application looks realistic. The application was developed using the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). The application development begins with discovering the characteristic of autistic children. This is done to formulate the learning materials. The knowledge base of the autistic children was obtained from the Sekolah Luar Biasa (SLB). By using the obtained knowledge, storyboard was designed and implemented. The developed application has been evaluated by 16 prospective child educators with autism and two professional experts. In general, the application can help prospective educators understand the characteristics of children with autism. Moreover, it provides a safe and pleasant teaching skill practice for the prospective educators.

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Immersion, interactivity and three-dimensionality: virtual reality documentation of media art installations

10.32920/ryerson.14662947 ◽

2021 ◽

Author(s):

Kira A. Brown

Keyword(s):

Virtual Reality ◽

Case Studies ◽

Three Dimensional ◽

Research Paper ◽

Sensory Experience ◽

Three Dimensions ◽

Media Art ◽

Essential Information ◽

Art Installation ◽

High Level

This research paper explores the possibilities for virtual reality (VR) documentation of media art installations. Based on an analysis of the characteristics of media art, and a survey of current documentation strategies, this paper investigates the viability of three-dimensional documentation. Four cross-disciplinary case studies are presented and analysed to demonstrate that VR documentation provides an immersive and richer reconstruction of a media art installation in three dimensions. In addition, the interactive components can be simulated within the VR environment, offering the possibility for curators and visitors to virtually re-experience the artwork. The case studies show that, although the creation of VR documentation can be costly and time-consuming, and currently requires a high-level of expertise, it can be a useful addition to established documentation strategies by providing essential information about the visual aspects of the artwork, its environment and the user’s multi-sensory experience.

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Design of Immersive Virtual Reality System to Improve Communication Skills in Individuals with Autism

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i05.6766 ◽

2017 ◽

Vol 12 (05) ◽

pp. 50 ◽

Cited By ~ 11

Author(s):

Osama Halabi ◽

Samir Abou El-Seoud ◽

Jihad Alja'am ◽

Hena Alpona ◽

Moza Al-Hemadi ◽

...

Keyword(s):

Virtual Reality ◽

Social Performance ◽

Autism Spectrum ◽

Immersive Virtual Reality ◽

Autistic Children ◽

Natural Interaction ◽

Head Mounted Display ◽

Communications Skills ◽

Improved Performance ◽

Communication Impairments

Individuals with autism spectrum disorder (ASD) regularly experience situations in which they need to give answers but do not know how to respond; for example, questions related to everyday life activities that are asked by strangers. Research geared at utilizing technology to mend social and communication impairments in children with autism is actively underway. Immersive virtual reality (VR) is a relatively recent technology that has the potential of being an effective therapeutic tool for developing various skills in autistic children. This paper presents an interactive scenario-based VR system developed to improve the communications skills of autistic children. The system utilizes speech recognition to provide natural interaction and role-play and turn-taking to evaluate and verify the effectiveness of the immersive environment on the social performance of autistic children. In experiments conducted, participants showed more improved performance with a computer augmented virtual environment (CAVE) than with a head mounted display (HMD) or a normal desktop. The results indicate that immersive VR could be more satisfactory and motivational than desktop for children with ASD.

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ASIAVR: Asian Studies Virtual Reality Game a Learning Tool

International Journal of Computing Sciences Research ◽

10.25147/ijcsr.2017.001.1.53 ◽

2021 ◽

Vol 5 (1) ◽

pp. 475-488

Author(s):

Kenn Migan Vincent Gumonan ◽

◽

Aleta Fabregas ◽

Keyword(s):

Virtual Reality ◽

Good Alternative ◽

Modern Technology ◽

Independent Learning ◽

Application Development ◽

Asian Studies ◽

Learning Tool ◽

Alternative Learning ◽

User Design ◽

And Performance

Purpose–The study aims to develop an application that will serve as an alternative learning tool for learning Asian Studies. The delivery of lessons into a virtual reality game dependson the pace of students. The developed application comprises several more features that enable users to get valuable information from an immersive environment.Method–The researchers used Rapid Application Development (RAD) in developing the application. It follows phases such as requirement planning, user design, construction, and cutover. Two sets of questionnaires were developed, one for the teachers and another for the students. Then, testing and evaluation were conducted through purposive sampling to select the respondents.Results–The application was overall rated as 3.56 which is verbally interpreted as very good. The result was based on the system evaluation using ISO 9126 in terms of functionality, usability, content, reliability, and performance. 476Conclusion–The developed application meets the objectives to provide an alternative learning tool for learning Asian Studies. The application is well commended and accepted by the end-users to provide an interactive and immersive environment for students to learn at their own pace. Recommendations–Further enhancement of the audio, gameplay, and graphics of the tool. Schools should take into consideration the adoption of the Asian Studies Virtual Reality as a good alternative tool for their teachers and students to teach and learn Asian Studies. The use of more 3D objects relevant to the given information to enhance game experience may be considered.A databank for the quiz questions that will be loaded into the game should also be considered.Research Implications–The integration of modern technology in education has been a vital part of the learning process, especially when technological resources are available. Development and adaptation of this application will promote an alternative way of independent learning among students and will give them a better understanding of Asian Studies at their own pace.

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Two case studies from a virtual reality intervention for delusions: feasibility and preliminary evidence

The Cognitive Behaviour Therapist ◽

10.1017/s1754470x18000090 ◽

2018 ◽

Vol 11 ◽

Cited By ~ 1

Author(s):

Mona Dietrichkeit ◽

Kristina Flint ◽

Eva Krieger ◽

Karsten Grzella ◽

Matthias Nagel ◽

...

Keyword(s):

Virtual Reality ◽

Case Studies ◽

Cognitive Distortions ◽

False Memories ◽

Preliminary Evidence ◽

Symptom Scale ◽

Head Mounted Display ◽

Syndrome Scale ◽

Negative Syndrome ◽

Response Confidence

AbstractThe use of virtual reality (VR) interventions for psychosis is on the rise. As information-processing biases such as overconfidence in memory are likely to be involved in the formation and maintenance of delusions, VR could also be used to correct cognitive distortions and in turn ameliorate delusions. The present study illustrates two case studies in which a VR intervention was employed to reduce delusions by means of correcting experiences. Participants navigated four virtual environments via a head-mounted display (HMD) and computer and were asked to recollect previously seen faces and objects and to rate their response confidence. The scenarios were created to elicit false memories. Immediately after each response, they received feedback to correct possible overconfidence in false memories. We present two case studies to illustrate individual differences. Both participants benefited from the intervention: delusions were reduced from pre- to post-assessment (after 3 weeks) as measured with the Positive and Negative Syndrome Scale and Psychotic Symptom Scale. This was corroborated by results on the Paranoia Checklist and the Community Assessment of Psychic Experiences collected immediately after the session. Immediate effects also showed a reduction in delusion conviction rate. The present study provides preliminary evidence that delusions may be ameliorated by a VR paradigm designed to correct memory overconfidence. Cybersickness emerged as a problem in one of the patients.

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VIRTUAL REALITY AS AN INNOVATIVE AND IMMERSIVE LEARNING TOOL FOR HEIS IN PALESTINE

INTED2019 Proceedings ◽

10.21125/inted.2019.1121 ◽

2019 ◽

Author(s):

Zuzana Palkova ◽

Maria Fragkaki ◽

Faiz Abdelhafid ◽

Sameh R. Al-Qubaj ◽

Nidal Aburajab ◽

...

Keyword(s):

Virtual Reality ◽

Learning Tool ◽

Immersive Learning

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Embodied Digital Rhetoric

Advances in Linguistics and Communication Studies - Digital Rhetoric and Global Literacies ◽

10.4018/978-1-4666-4916-3.ch016 ◽

2014 ◽

pp. 312-327 ◽

Cited By ~ 1

Author(s):

Nonny de la Peña

Keyword(s):

Virtual Reality ◽

High Resolution ◽

Case Studies ◽

Philosophy Of Mind ◽

Digital Rhetoric ◽

Immersive Virtual Reality ◽

The World ◽

Technological Tools ◽

Pass Through

A new embodied digital rhetoric emerges when using nonfiction narratives built in fully immersive virtual reality systems that take advantage of the plasticity of our sensations of presence. The feeling of “being-in-the-world” as described by phenomenologists, including philosophy of mind, film, and virtual reality theorists, is part of the adaptability that humans show in their relationship to technological tools. Andy Clark's “soft selves” and our “plastic presence” merge as the high resolution graphics of the latest virtual reality goggles and robust audio captured at real events tricks our minds into having an embodied connection with the stories portrayed in these new spaces. By putting people into news or documentary pieces on scene as themselves, opportunities for persuasive and effective rhetoric arise. This chapter cites theory, psychology and virtual reality research as well as the author's specific case studies to detail the potential for this new embodied digital rhetoric that allows us to pass through the screen and become present as witnesses to a nonfiction story.

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The Theory and Method of Unmixing

African Art Reframed ◽

10.5622/illinois/9780252043277.003.0007 ◽

2020 ◽

pp. 237-265

Author(s):

Bennetta Jules-Rosette ◽

J.R. Osborn

Keyword(s):

Experiential Learning ◽

Internal Structure ◽

Case Studies ◽

Interactive Learning ◽

Digital Models ◽

Learning Tool ◽

Artistic Interpretation

This chapter describes the theory and method of unmixing. Unmixing entails the location and separation of semiotic elements that compose an artwork to enable curatorial contextualization, artistic interpretation, and audience perception. These elements may then be activated in digital workstations. By interacting with the stations, audiences learn about the composition and internal structure of artworks. The chapter examines precursors to unmixing, differentiates the method from practices of remix, and presents case studies of unmixed paintings and exhibitions. Unmixing workstations, and digital models more broadly, provide an opportunity to bring artifacts into the realm of experiential learning. Digital copies can be combined and recombined while preserving the authenticity of the original. The unmixing platform provides a valuable interactive learning tool for museumgoers of all ages.

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Virtual Reality and Learning in an African University Environment

International Journal of Art Culture and Design Technologies ◽

10.4018/ijacdt.2011010104 ◽

2011 ◽

Vol 1 (1) ◽

pp. 36-49

Author(s):

Kelvin Joseph Bwalya

Keyword(s):

Higher Education ◽

South Africa ◽

Virtual Reality ◽

Case Studies ◽

Positive Impact ◽

University Environment ◽

The Status ◽

E Learning ◽

Education Model ◽

User Centric

Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

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