3D VIRTUAL WORLDS TO DESIGN SOCIAL STORIES: AN INTEGRATED APPROACH IN INTERVENTIONS WITH CHILDREN WITH ASD

2020 ◽  
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Virtual Worlds ◽  
Social Stories ◽  
Integrated Approach ◽  
Children With Asd ◽  
3D Virtual Worlds

Instructional Design and 3D Virtual Worlds

2021 ◽  
pp. 444-460
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Virtual World ◽  
Social Stories ◽  
Autism Spectrum ◽  
Second Phase ◽  
Design And Implementation ◽  
Children With Asd ◽  
3D Virtual Worlds ◽  
Social Abilities

Starting from the analysis of the typical difficulties of the condition of autism spectrum syndrome and the literature relating to the effectiveness of the use of virtual worlds, the chapter presents the design and implementation of social stories within a 3D social virtual world, namely edMondo. The environment was used for a second phase of a piloting of a research project about the development of social abilities in children with ASD and involve the use of social scenarios thanks to the interaction with a robot avatar.

Social Stories in Robot-Assisted Therapy for Children With ASD

2017 ◽  
pp. 40-59
Author(s):  
David Silvera-Tawil ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Interpersonal Communication ◽  
Virtual Worlds ◽  
Social Stories ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Interactive Technologies ◽  
Study Approach ◽  
Children With Asd ◽  
Social Interaction Skills

Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.

Social Stories in Robot-Assisted Therapy for Children with ASD

2017 ◽  
pp. 225-244
Author(s):  
David Silvera-Tawil ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Interpersonal Communication ◽  
Virtual Worlds ◽  
Social Stories ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Interactive Technologies ◽  
Study Approach ◽  
Children With Asd ◽  
Social Interaction Skills

Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

scholarly journals Exploring the Usage of 3D Virtual Worlds and Kinect Interaction in Exergames with Elderly

2014 ◽  
pp. 297-300 ◽  
Author(s):  
Hugo Paredes ◽  
Fernando Cassola ◽  
Leonel Morgado ◽  
Fausto de Carvalho ◽  
Silvia Ala ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual worlds and the metaverse

2013 ◽  
Vol 45 (3) ◽  
pp. 1-38 ◽  
Author(s):  
John David N. Dionisio ◽  
William G. Burns III ◽  
Richard Gilbert
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

2014 ◽  
pp. 474-497
Author(s):  
Demetrios G Sampson ◽  
Pavlos Kallonis
Keyword(s):  
Professional Development ◽  
Virtual Worlds ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Continuing Professional Development ◽  
Virtual Classroom ◽  
School Teachers ◽  
3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

Methods for Assessing 3D Virtual Worlds in Design Education

2015 ◽  
pp. 355-372
Author(s):  
Leman Figen Gül ◽  
Ning Gu ◽  
Mi Jeong Kim ◽  
Xiangyu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Collaborative Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
3D Virtual Worlds ◽  
Information And Communication ◽  
Changing Trend ◽  
The Impact

With the advancement and increasing adoption of information and communication technologies, 3D virtual worlds, being a part of these revolutionary forces, have the potential to make a major contribution to design education as a new teaching and learning environment. Considering this changing trend, we have been employing 3D virtual worlds in the design curriculum over the past decade. To critically understand the impact of the technologies on design education, this chapter explores and demonstrates three different assessment methods of 3D virtual worlds in design education, through three case studies. The chapter also concludes with insights into the applications of virtual environments in collaborative design teaching.

Educational Contents and Creativity in Virtual Environments

2013 ◽  
pp. 38-47
Author(s):  
Ilaria Mascitti ◽  
Daniela Di Marco ◽  
Monica Fasciani
Keyword(s):  
Virtual Worlds ◽  
New Technology ◽  
Learning By Doing ◽  
Virtual Space ◽  
Street Art ◽  
Teaching Pedagogy ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Educational Potential ◽  
Educational Contents

This chapter reflects on the educational potential of virtual worlds and draws on the results of ST.ART project - Street Artists in a virtual space (www.startproject.eu). ST.ART project innovative aspect embraces both the topic (street art) and the methodology (virtual platforms as e-learning and 3D virtual worlds) as well as the pedagogy applied that uses an inquiry-based method (learning by doing) to support a traditional deductive teaching pedagogy. This approach is not only related to the use of a relatively new technology but also to the educational, pedagogical, cultural, and motivational benefits derived from the chosen methodology. The chapter describes new insights and findings that emerged during the experimentation phase of the project and that were never anticipated when the project was first designed.

Sign in / Sign up

Export Citation Format

Share Document