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

Enhancing Employability for Autistic Graduates: Using TRIZ Theory to Design Virtual Reality Solutions for Fostering Inclusive Communications in Workplace Environments

The underemployment of post-secondary graduates with autism (AP-PSD) is a critical concern. This issue often stems from difficulties in workplace integration and communication. This research explores the potential of virtual reality (VR) systems to alleviate these challenges by simulating work environments. The methodology, rooted in the TRIZ Theory, a problem-solving algorithm, refines the use of VR systems for enhanced adaptability and efficiency. The primary objectives include enhancing employers\u27 understanding of AP-PSD-related issues and identifying significant workplace challenges faced by AP-PSDs. Through literature reviews, surveys, and focus groups, the study investigates the factors impacting AP-PSDs and identifies key components to develop a more effective VR system to support their workplace integration

Enhancing Employability for Autistic Graduates: Using TRIZ Theory to Design Virtual Reality Solutions for Fostering Inclusive Communications in Workplace Environments

The underemployment of post-secondary graduates with autism AP-PSD is a critical concern This issue often stems from difficulties in workplace integration and communication This research explores the potential of virtual reality VR systems to alleviate these challenges by simulating work environments The methodology rooted in the TRIZ Theory a problem-solving algorithm refines the use of VR systems for enhanced adaptability and efficiency The primary objectives include enhancing employers understanding of AP-PSD-related issues and identifying significant workplace challenges faced by AP-PSDs Through literature reviews surveys and focus groups the study investigates the factors impacting AP-PSDs and identifies key components to develop a more effective VR system to support their workplace integration The research also scrutinizes existing technological adaptations that could improve situation recognition communication and understanding in the workplace Additionally the potential role of human supervision in conjunction with VR technology support for AP-PSD employees is considered The results suggest that regardless of company size supporting AP-PSDs in the workplace is a feasible goal that can enhance their wellbeing Crucially the AP-PSD s active participation in their own integration process which encompasses training human support and environmental adaptations along with the specific involvement of the human resources manager has proven vital With the right accommodations AP-PSDs can demonstrate up to 30 greater productivity than neurotypical employees offsetting accommodation costs This research emphasizes the need to blend human-centered approaches with technological innovations to boost AP-PSDs employability Though industry-specific integration details are beyond the scope of this study the results underline the potential for tailored solutions aligned with each company s unique culture The paper presents a prototype for further co-design phase

A Conceptual Model for Conformance with Accessible Gamification

There currently remains limited Gamification awareness and training for developers on WCAG conformance. Studies indicate an increased interest from developers to raise their acceptance, awareness, and technical abilities for designing accessible digital products. This article explores and presents a conceptual module to improve web developers’ capabilities and knowledge of accessible digital design. By leveraging the standards put forth by WCAG 2.0, developers can create accessible content for users who identify with various forms of abilities. Four primary principles comprise WCAG 2.0 and 12 standards, and 12 standards deliver fundamental objectives as best practices for developers. These guidelines were employed for gaming content design and development, permitting users to regulate reality and Gamification associations whereas immersing in the game. The goal is to apply diverse processes for each stage of the game to allow challenges and motivation for users to determine novel processes while understanding the guidelines. Assistive Technology was used to navigate each stage. To suit independence or self-reliance, the conceptual model supports players’ personalization while completing the game activities. Likewise, employing complex, advanced, and reward dashboards satisfies the proficiency component, and social network communications to other players provide the opportunity for interconnectedness. The conceptual model presented in this paper underpins Gamification and the potential to incorporate evidence-based accessibility principles developed by W3C. The previous examinations focused on instruments (e.g., software, feature, components) to achieve WCAG conformance. This examination presents a distinction from prior studies as this conceptual model recognizes consciousness and self-determination as the initial starting point

An Analysis of the Evaluation Methods being Applied to Serious Games for Autistic Children

Autism Spectrum Disorder is a neurodevelopment condition that significantly impacts social communication and interaction as well as behavior impairments, including restricted and repetitive patterns of behavior, interests, or activities. In recent years, numerous studies have proposed serious games as a way to aid in the therapy of children with ASD. Hence, it is crucial to evaluate the effectiveness of such games and obtain robust evidence of their positive influence on this type of treatment. In this study, we aim to explore the evaluation of games for autistic children by conducting a Systematic Literature Review. We analyze the methods utilized to evaluate these games, their application and combination, the quality aspects assessed, and the number and characteristics (e.g., age and special need) of the participants involved in the evaluation process. Furthermore, we present a compilation of the study findings for each evaluation method. Our findings reveal that there is no standardized methodology since different methods have been utilized and combined in various ways to evaluate serious games that support the treatment of ASD children. As contributions, this paper provides valuable insights into how serious games have been evaluated in this context and can be useful for researchers and game designers working in the field

Ubiq: A System to Build Flexible Social Virtual Reality Experiences

While they have long been a subject of academic study, social virtual reality (SVR) systems are now attracting increasingly large audiences on current consumer virtual reality systems. The design space of SVR systems is very large, and relatively little is known about how these systems should be constructed in order to be usable and efficient. In this paper we present Ubiq, a toolkit that focuses on facilitating the construction of SVR systems. We argue for the design strategy of Ubiq and its scope. Ubiq is built on the Unity platform. It provides core functionality of many SVR systems such as connection management, voice, avatars, etc. However, its design remains easy to extend. We demonstrate examples built on Ubiq and how it has been successfully used in classroom teaching. Ubiq is open source (Apache License) and thus enables several use cases that commercial systems cannot

Ubiq: A System to Build Flexible Social Virtual Reality Experiences

While they have long been a subject of academic study, social virtual reality (SVR) systems are now attracting increasingly large audiences on current consumer virtual reality systems. The design space of SVR systems is very large, and relatively little is known about how these systems should be constructed in order to be usable and efficient. In this paper we present Ubiq, a toolkit that focuses on facilitating the construction of SVR systems. We argue for the design strategy of Ubiq and its scope. Ubiq is built on the Unity platform. It provides core functionality of many SVR systems such as connection management, voice, avatars, etc. However, its design remains easy to extend. We demonstrate examples built on Ubiq and how it has been successfully used in classroom teaching. Ubiq is open source (Apache License) and thus enables several use cases that commercial systems cannot

Trust and conflict in collaborative groups in engineering education:A multi-case study of using a computer orchestrated group learning environment with neurologically typical, autistic and ADHD students

Collaborative approaches, such as Flipped Classroom and Project Based Learning, are commonly used within engineering education. Challenges linked to group-work often render these approaches ineffective, inefficient and less inclusive. Self, Co and Shared regulation scripts offer a potentially efficient way to orchestrate group-work. However, over-scripting and successful transfer of skills to un-orchestrated environments pose challenges. Trust and conflict are important for team effectiveness but they have rarely been investigated within engineering education or scripting studies. Likewise, benefits of non-social prompts for inclusiveness has not been investigated. To this end, I developed a Computer Orchestrated Group Learning Environment (COGLE), which supports and promotes cooperation, group-wide mastery and encourages teammates to come together. I investigated its impact on acquiring knowledge, skills and attitudes necessary for team working. I also studied the transfer of these newly acquired skills to an un-orchestrated setting. This research contributes to the theory around use of computer orchestration for attitudes and regulation skills development. It explores important links between team effectiveness and conflict management, self-efficacy, team-trust and regulation skills. Two literal replication cases helped verify the findings related to COGLE use and a theoretical replication helped discard the rival theory explanations. In the theoretical replication case, students orchestrated their learning and working themselves. Within-case and cross-case analysis helped generate empirical evidence used in modifying the theoretical framework. COGLE helped neuro-typical and neuro-atypical students to engage in early and often communication, experienced reduced social awkwardness, and developed trust in each other in record time. It helped transfer goal-orientedness and regulations skills to un-orchestrated team task. Neuro-typical students improved their self-efficacy with neuro-atypical not that far behind and they delivered on team tasks together. Whereas in the theoretical replication case, clique formation, low cognitive trust, low self-efficacy, delayed communication, and partial completion highlighted the challenges of un-orchestrated collaborative settings. Keywords: Team-working, orchestration, self-efficacy, trust, conflicts, regulation of learning and scripting

MOOC (Massive Open Online Courses)

Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on