New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

In today society, one of the most demanded challenges faced by the current educational system is the educational response to diversity in the various educational contexts. University lecturers are opening new lines of research focused on issues as social demand and current reality of produced new learning environments. The general aim of this study was to design learning environments using immersive virtual reality and evaluate improvements produced by this tool in relation to the difficulties show by the participants. From that point, an action plan was created to recreate school situations with a high degree of realism and interaction using IVRSystem. In this way, we want to obtain answers according to the dysfunctions of educational system to work with these students. This was done by a mixed design. On the one hand, a quasi-experimental methodology was used with a control group and an experimental group. On the other hand, direct and observation and applicative methodology made possible the development of educational intervention in immersive learning environments. The results obtained throughout these years have given a response to the initial problem-question raised: Can immersive virtual learning environments serve as a support tool for working disabilities of students, which have a visual learning style, such as students with autism spectrum disorders

Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review

In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.publishedVersio

El impacto del género en el uso de la realidad aumentada y la realidad virtual en estudiantes con TEA

Today’s education is in the process of transformation as a consequence of the inclusion of educational technology in learning spaces. Among the most prominent technologies is augmented and virtual reality. These emerging technologies have reflected great educational potential in different contexts. The study's objective is focused on knowing the influence of gender in the application of augmented and virtual reality in students with ASD. They have been considered in various dimensions such as motivation, attention, communication, autonomy, and learning outcomes. A quantitative research methodology has been used through a descriptive and correlational nonexperimental design to achieve this objective. 46 Spanish students with ASD participated in the study. The data were collected through a questionnaire. The results reveal differences in motivation, attention, and communication based on gender. However, in terms of autonomy and in learning outcomes, gender does not suppose any conditioner. The work culminates with various theoretical and practical implications.La educación actual se encuentra en un proceso de transformación como consecuencia de la inclusión de la tecnología educativa en los espacios de aprendizaje. Entre las tecnologías más destacadas se encuentran la realidad aumentada y la virtual. Estas tecnologías emergentes han reflejado un gran potencial educativo en diferentes contextos. El objetivo del estudio se centra en conocer la influencia del género en la aplicación de realidad aumentada y virtual en estudiantes con TEA. Se han tenido en cuenta en varias dimensiones como la motivación, la atención, la comunicación, la autonomía y los resultados del aprendizaje. Para lograr este objetivo se ha utilizado una metodología de investigación cuantitativa a través de un diseño no experimental descriptivo y correlacional. En el estudio participaron 46 estudiantes españoles con TEA. Los datos fueron recopilados a través de un cuestionario. Los resultados revelan diferencias en motivación, atención y comunicación en función del género. Sin embargo, en la autonomía y en los resultados de aprendizaje, el género no supone ningún condicionante. El trabajo culmina con diversas implicaciones teóricas y prácticas.I + D + i project OTRI-University of Granada 499

Rendere l'interazione accessibile: realtà virtuale e aumentata per il contatto visivo nell'au­tismo

People with Autism Spectrum Disorder frequently struggle with eye contact, i.e. the ability to reciprocate another person’s direct look. This restricts their access to social interaction and thus constitutes a considerable barrier to social inclusion. This paper explores the possibility to employ virtual and augmented reality to devise training programs aimed at improving eye contact skills in the population at stake. The paper starts with a critique of the use of virtual reality, highlighting some of its limitations: most importantly, the discomfort generated by most headsets. Hence, the paper proposes a shift towards augmented reality. By comparing the two technologies, it argues that augmented reality can be perceptually less challenging and less distressing, thus creating more favourable training conditions. Augmented reality, the paper concludes, may become an important component of future interventions targeting social inclusion for people with Autism Spectrum Disorder

The Potential of Virtual Reality in Social Skills Training for Autism: Bridging the Gap Between Research and Adoption of Virtual Reality in Occupational Therapy Practice

Impairments in social functioning greatly hinder children and youth with autism spectrum disorder (ASD) from responding appropriately and adapting to various social situations. As a result, individuals with ASD get fewer opportunities for social inclusion, physical well-being, and forming interpersonal relationships. Virtual reality (VR) has been studied extensively in this area, where a large body of evidence shows that VR is a promising tool for social skills training (SST) in individuals with ASD. With the flexibility and projected effectiveness that VR offers, it can provide more opportunities to learn and practice strategies for recognizing daily challenges that involve forming social relationships and associated reasoning. This paper discusses the gap between the effectiveness of VR-based SST and its adoption in occupational therapy (OT) practice. There is a significant dearth of resources for the development of occupational therapists to effectively administer these interventions. Such resources that summarize empirically supported VR interventions to teach social skills to people with autism would be very valuable in training therapists who wish to employ them. Using theory-driven approaches, this paper intends to empower occupational therapists in becoming efficient and confident in using this technology for addressing social skills deficits in people with ASD

Designing Video Games and Interactive Applications to Enhance Learning in Children with Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are a group of developmental neuropsychiatric disorders that can be highly variable in their intensity and in the types of symptoms displayed among different people. Over the years, various intervention techniques using computer-based or computer-assisted therapy have been explored to help individuals with autism in their everyday lives. This paper proposes a set of special guidelines for developing computer-based interactive applications and games to assist learning in children on the autism spectrum. The guidelines proposed here form a framework of interactive and adaptive techniques to be employed in designing computer games and applications that can be used to enhance various aspects of learning and development in children on the autism spectrum. These guidelines are based on the learning activities and other peer-to-peer interactions employed by teachers in inclusive classrooms which help optimize learning in a classroom environment. Other sources of game design considerations include prior research on the limitations encountered by children with ASD in motion, sensory perception, communication and cognition. Prior and ongoing research relating to their abilities in these particular areas are also utilized in this study as important factors in designing the interactive applications and games. Lastly, studies regarding the use of technologies and augmented communication devices are used to help outline the necessary mediums of delivery for the games and applications. The guidelines created in this study are introduced to parents and researchers of children on the autism spectrum through a survey in which these participants are asked to evaluate the techniques and technologies presented in this paper. This research delves into one of the new areas of exploration that have a huge potential in intervention techniques for children with ASD. It is expected that the outlines developed here will offer helpful insight into design and development for future efforts and advancements in gaming technologies for children with ASD

Transition to College for Students with Autism Spectrum Disorder: Needs and Facilitation Strategies. Is Virtual Reality a Useful Tool in the Transition Process?

The number of Autism Spectrum Disorder (ASD) postsecondary students going to University is increasing. Nonetheless, these students face more difficulties than their neuro-typical peers, due to their communication and behaviour impairments. This fact is widely recognized worldwide, and there is an increasing concern in providing them with adequate support both in their transition and beyond. The purpose of this paper is twofold. Firstly, to provide an overall summary of the general requirements of ASD students in the postsecondary education transition with strategies for facilitation, and, secondly, to analyse the possibilities of Virtual Reality (VR) as a support instrument in the transition process. We rely on a brief review of the literature to summarize the main needs and current strategies. In spite of the increasing concern, there is room for establishing general protocols to help the transition process. The use VR in fulfilling this task appears limited, but it seems to be promising

Self-Regulation in Children with Neurodevelopmental Disorders “SR-MRehab: Un Colegio Emocionante”: A Protocol Study

Self-regulation refers to the ability to control and modulate behavior, and it can include both emotional and cognitive modulation. Children with neurodevelopmental disorders may show difficulties in self-regulation. The main objective of this study is to improve self-regulation skills in children between 6 and 11 years of age with neurodevelopmental disorders. Methodology: A randomized controlled trial will be conducted with the use of “SR-MRehab: Un colegio emocionante”, based on a non-immersive virtual reality system where virtual objects can be managed by children in a natural way using their hands. Children will be recruited from several schools of Granada (Spain) and they will be randomly allocated to two groups. An assessment will be conducted before and after the intervention and 24 weeks after the end of the intervention process. The experimental group will receive the intervention using virtual reality. The control group will receive a standard self-regulation program. Both interventions will be performed once a week for a total of 10 sessions. Changes in self-regulation, as well as the acceptability of technology with the use of SR-MRehab, will be evaluated. The results will be published and will provide evidence regarding the use of this type of intervention in children with neurodevelopmental disorders. Trial registration: Registered with code NCT04418921.Programa Estatal de Generacion de Conocimiento y Fortalecimiento Cientifico y Tecnologico del Sistema de I+D+i y del Programa Estatal de I+D+i Orientada a los Retos de la Sociedad, del Plan Estatal de Investigacion Cientifica y Tecnica y de Innovacion 2017 PID2019-108915RB-I00Teaching innovation project of the Degree in Occupational Therapy of the University of Granada about Emotional Skills 19-7

Assessment of postural, locomotor, and physical fitness status in individuals with intellectual and developmental disabilities

Introduction: Postural control and locomotion deficits can be observed during the early years of childhood development and throughout life. For those with disabilities, these deficits can advance past the development years and into adolescence and adulthood while affecting the quality of life and daily activity. Finding interactive rehabilitative activities to delay or limit these deficits is essential for people with disabilities to improve their quality of life, inclusion, and overall movement. Adapted physical activity/sports like badminton and virtual reality could promote improvements in postural and locomotor status for young adults with intellectual and developmental disabilities like cerebral palsy (CP), intellectual disability (ID), and autism spectrum disorder (ASD). Purpose: These studies aim to assess the postural and locator status of young adults with intellectual and developmental disabilities after participating in a 12-week badminton and intensive virtual reality programs. Methods: Study A will follow a multiple baseline approach to access postural control, locomotion, and areas of physical fitness in young adults with IDD utilizing the immersive virtual reality game Fruit Ninja™ while study B will follow and repeated measures design accessing static postural control for students in a comprehensive transition program for intellectual disabilities at a southeastern university