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An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving

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Abstract

This paper proposes the design and application of a head mounted display (HMD) immersive virtual reality system to improve and train the emotional and social skills of students with autism spectrum disorders. We selected two groups of 7 high functioning ASD children each, ages between 8 and 15, and similar educational capabilities. On the first group, we applied an own intervention design working on social and emotional competences along 10 sessions by using Immersive Virtual Reality (IVR) as a didactical tool, re-creating virtual environments of socialization (a classroom and a play garden). The second group is used as control, and as such is not put through any sort of intervention during the intervention period. The adaptation levels and the improvements obtained suggest that IVR in the presented format is in line with the sensory preferences and visuospatial strength of the ASD children participating in this study. Consequently, we may conclude that IVR can be satisfactory used as educational tool for ASD children.

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Authors and Affiliations

  1. Department of General and Specific Didactics, University of Alicante, Alicante, Spain

    Jorge Fernández Herrero

  2. Department of Development Psychology and Teaching, University of Alicante, Carretera San Vicente del Raspeig s/n - 03690 San Vicente del Raspeig, Alicante, Spain

    Gonzalo Lorenzo

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  1. Jorge Fernández Herrero
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  2. Gonzalo Lorenzo
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Correspondence to Gonzalo Lorenzo.

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Herrero, J.F., Lorenzo, G. An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving. Educ Inf Technol 25, 1689–1722 (2020). https://doi.org/10.1007/s10639-019-10050-0

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