Fostering verbal and non-verbal social interactions in a 3D collaborative virtual learning environment: a case study of youth with Autism Spectrum Disorders learning social competence in iSocial

2017 ◽  
Vol 65 (4) ◽  
pp. 1015-1039 ◽  
Author(s):  
Xianhui Wang ◽  
James Laffey ◽  
Wanli Xing ◽  
Krista Galyen ◽  
Janine Stichter
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Competence ◽  
Learning Environment ◽  
Social Interactions ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Spectrum Disorders

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

Assistive Technologies and Autism Spectrum Disorders

2014 ◽  
pp. 263-293 ◽  
Author(s):  
Francisco Alcantud ◽  
Yurena Alonso ◽  
Javier Coret ◽  
Esteban Jiménez
Keyword(s):  
Autism Spectrum Disorders ◽  
Learning Environment ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Intelligent Environments ◽  
General Evaluation ◽  
Environment Control ◽  
Technological Developments ◽  
Notable Increase ◽  
Spectrum Disorders

This chapter discusses assistive technologies applied in people with autism spectrum disorders and how these technologies promote their adaptation. We analyzed different technological application areas such as detection, assessment, diagnosis, intervention, training, learning, environment control, communication, mobility, and access. In recent years there has been a notable increase of publications and works related to the use of assistive technologies applied to Autism Spectrum Disorders. While most of the publications present novel systems, devices, and applications (smartphones, tablets, robots, avatars, etc.), general evaluation of the results is insufficient. Future lines of research are targeted to realize intelligent environments in order to integrate all knowledge and technological developments made in recent years.

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

2016 ◽  
Vol 55 ◽  
pp. 310-321 ◽  
Author(s):  
Xianhui Wang ◽  
James Laffey ◽  
Wanli Xing ◽  
Yanfei Ma ◽  
Janine Stichter
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment
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