Social Orthotics for Youth with ASD to Learn in a Collaborative 3D VLE

2012 ◽  
pp. 674-692
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Matthew Schmidt
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Virtual Environments ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Virtual Learning Environment ◽  
Learning And Development ◽  
Online Systems ◽  
3D Virtual World ◽  
3D Virtual Environments

Online systems, especially 3D virtual environments, hold great potential to enrich and expand learning opportunities for those who are challenged by traditional modes of instruction and interaction. In the process of developing a 3D Virtual Learning Environment to support the development and practice of social competence for individuals with Autism Spectrum Disorders, the iSocial project explored and advanced ideas for social orthotics in virtual environments. By social orthotics the authors mean structures in the environment that overcome barriers to facilitate social interaction and social learning. The vision of social orthotics in a 3D world is to be both assistive and adaptive for appropriate social behavior when the student, peers and guide are represented by avatars in a 3D virtual world designed to support learning and development. This chapter describes the formulation of social orthotics for avatar orientation and conversational turn-taking and describes experiences and lessons from early tests of prototype orthotics.

Social Orthotics for Youth with ASD to Learn in a Collaborative 3D VLE

2010 ◽  
pp. 76-95 ◽  
Author(s):  
James Laffey ◽  
Janine Stichter ◽  
Matthew Schmidt
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Virtual Environments ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Virtual Learning Environment ◽  
Learning And Development ◽  
Online Systems ◽  
3D Virtual World ◽  
3D Virtual Environments

Online systems, especially 3D virtual environments, hold great potential to enrich and expand learning opportunities for those who are challenged by traditional modes of instruction and interaction. In the process of developing a 3D Virtual Learning Environment to support the development and practice of social competence for individuals with Autism Spectrum Disorders, the iSocial project explored and advanced ideas for social orthotics in virtual environments. By social orthotics the authors mean structures in the environment that overcome barriers to facilitate social interaction and social learning. The vision of social orthotics in a 3D world is to be both assistive and adaptive for appropriate social behavior when the student, peers and guide are represented by avatars in a 3D virtual world designed to support learning and development. This chapter describes the formulation of social orthotics for avatar orientation and conversational turn-taking and describes experiences and lessons from early tests of prototype orthotics.

scholarly journals Using the 3D Virtual Environments for Teaching: Report from the Field

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 125-130 ◽  
Author(s):  
Maja Pivec
Keyword(s):  
Social Interaction ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Wide Scope ◽  
Course Structure ◽  
3D Virtual World ◽  
3D Virtual Environments

Using the 3D Virtual Environments for Teaching: Report from the FieldVirtual worlds represent a powerful media for instruction, offering a wide scope of tools for social interaction and innovation in learning that encourages student participation. Supported by the AVATAR course, teachers were able to productively create teaching and learning environments that support the needs of learners of diverse linguistic, cultural and economic backgrounds, all within a safe virtual environment. This paper outlines the AVATAR course structure, delivery, experiences, and post course reflections on teaching within a 3D virtual world.

Supporting Youth With Autism Learning Social Competence: A Comparison of Game- and Nongame-Based Activities in 3D Virtual World

2021 ◽  
pp. 073563312110220
Author(s):  
Xianhui Wang ◽  
Wanli Xing
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Central Element ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Behavior Patterns ◽  
Interaction Behavior ◽  
Significant Difference ◽  
The Impact

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD’s social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students’ social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

scholarly journals Parent-mediated early intervention for young children with autism spectrum disorders (ASD)

2016 ◽  
Vol 22 (3) ◽  
pp. 146-146 ◽  
Author(s):  
Inalegwu P. Oono ◽  
Emma J. Honey ◽  
Helen McConachie
Keyword(s):  
Autism Spectrum Disorders ◽  
Early Intervention ◽  
Social Interaction ◽  
Young Children ◽  
Cochrane Review ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Young Children With Autism ◽  
Spectrum Disorders

Young children with autism spectrum disorders (ASD) have impairments in the areas of communication and social interaction and often display repetitive or non-compliant behaviour. This early pattern of difficulties is a challenge for parents. Therefore, approaches that help parents develop strategies for interaction and management of behaviour are an obvious route for early intervention in ASD. This review updates a Cochrane review first published in 2002 but is based on a new protocol.

What a Tangible Digital Installation for Museums Can Offer to Autistic Children and Their Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Emanuela Marchetti ◽  
Andrea Valente
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Role Play ◽  
Autism Spectrum ◽  
Game Based Learning ◽  
Conceptual Thinking ◽  
History Learning ◽  
Positive Experiences ◽  
Spectrum Disorders ◽  
Danish School

This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits of game-based learning with respect to teachers' main challenges: facilitating the discussion of curricular subjects and enabling learning through conceptual thinking and social interaction. An existing digital and tangible installation called MicroCulture, originally created by the authors to bridge history learning across museums and schools was re-contextualised and placed at the school's disposal, in a three weeks study involving 15 pupils. Data was gathered unobtrusively, with qualitative methods. Through mediated play and teacher's facilitation, children occasionally engaged in interactions leading to conceptual thinking, cooperation, and forms of role play. The authors present both problems and positive experiences the pupils and teachers had in playing at MicroCulture; the findings allowed us to outline guidelines for developing similar installations.

Designing for Social Interaction and Social Competence in a 3D-VLE

2012 ◽  
pp. 223-237
Author(s):  
James Laffey ◽  
Matthew Schmidt ◽  
Janine Stichter ◽  
Carla Schmidt ◽  
Danielle Oprean ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Field Test ◽  
Target Population ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Partial System ◽  
Teaching Approaches ◽  
Online Social Interaction ◽  
Social Skills Curriculum

The purpose of the iSocial project is to support the development and practice of social competence for individuals with Autism Spectrum Disorders (ASD) through a social-skills curriculum and online social interaction delivered via a 3D virtual learning environment (3D-VLE). This chapter describes the background and rationale for developing iSocial, gives an overview of the system, and reports some of the results from a field test of a partial system implementation. The field test provides lessons about the initial system design and recognition of challenges to be faced. The key challenges include (1) finding best approaches for adapting effective teaching approaches to a 3D-VLE, (2) supporting online social interaction for a target population challenged to be social, and (3) amplifying the engagement of youth in support of achieving desired learning outcomes.

Autism Spectrum Disorders

2020 ◽  
pp. 95-122
Author(s):  
Vikas Khullar ◽  
Harjit Pal Singh ◽  
Manju Bala
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Mental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Detailed Review ◽  
Technological Developments ◽  
The Subject

In the area of psychosis, autism spectrum disorder (ASD) is a mental disorder included with the major deficits associated with social interaction, communication, and repetitive or stereotypical behavior. A large number of computer-assisted approaches have been developed over the last few decades to improve the lifestyle of the subject with ASD. The aim of this study is to provide a detailed review of computational advancements for ASD interventions. This chapter summarizes the basic theories in autism and also discusses the technological developments of autism in the present era. With the enrichment in technological developments, researchers and experts focused on the monitoring and improvement of the skills (social, communication, and behavioral) in individuals with autism-related disorders. In conclusion, the work presented in this chapter summarizes that the evolutionary computational interventions have a remarkable possibility for the monitoring and basic skills enhancement in ASD.

Normality and Diversity

Mind Shift ◽  
2021 ◽  
pp. 222-238
Author(s):  
John Parrington
Keyword(s):  
Autism Spectrum Disorder ◽  
Bipolar Disorder ◽  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Mental Disorders ◽  
Mental Disorder ◽  
Autism Spectrum ◽  
Human Society ◽  
Normal Spectrum ◽  
The Mind

This chapter begins by arguing that the different approaches to mental disorders are united in viewing such mental conditions as abnormal. Yet is it really the case that everything termed a mental ‘disorder’ is indeed so? Or could it be that in diagnosing conditions that affect the mind, we are ignoring the possibility that some ‘disorders’ may be part of the normal spectrum of human diversity? To take this argument further, could it even be the case that such diversity is an important component of human society and a source of some of its richness and achievements? The chapter looks at these possibilities, with particular reference to two quite different mental conditions—autism spectrum disorder and bipolar disorder. Autism spectrum disorders have been described as characterized by 'impairments in social interaction and both verbal and non-verbal communication, along with restricted, repetitive or stereotyped behaviour'. Meanwhile, the high and low phases of bipolar disorder are often so extreme that they interfere with everyday life; consequentially this can be a highly debilitating disorder. However, there is also an association of both types of mental disorder with great creativity, and high levels of intelligence.

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