Attention-Based Applications in Extended Reality to Support Autistic Users: A Systematic Review

With the rising prevalence of autism diagnoses, it is essential for research to understand how to leverage technology to support the diverse nature of autistic traits. While traditional interventions focused on technology for medical cure and rehabilitation, recent research aims to understand how technology can accommodate each unique situation in an efficient and engaging way. Extended reality (XR) technology has been shown to be effective in improving attention in autistic users given that it is more engaging and motivating than other traditional mediums. Here, we conducted a systematic review of 59 research articles that explored the role of attention in XR interventions for autistic users. We systematically analyzed demographics, study design and findings, including autism screening and attention measurement methods. Furthermore, given methodological inconsistencies in the literature, we systematically synthesize methods and protocols including screening tools, physiological and behavioral cues of autism and XR tasks. While there is substantial evidence for the effectiveness of using XR in attention-based interventions for autism to support autistic traits, we have identified three principal research gaps that provide promising research directions to examine how autistic populations interact with XR. First, our findings highlight the disproportionate geographic locations of autism studies and underrepresentation of autistic adults, evidence of gender disparity, and presence of individuals diagnosed with co-occurring conditions across studies. Second, many studies used an assortment of standardized and novel tasks and self-report assessments with limited tested reliability. Lastly, the research lacks evidence of performance maintenance and transferability.Comment: [Accepted version] K. Wang, S. J. Julier and Y. Cho, "Attention-Based Applications in Extended Reality to Support Autistic Users: A Systematic Review," in IEEE Access, vol. 10, pp. 15574-15593, 2022, doi: 10.1109/ACCESS.2022.314772

Effects Of Virtual Reality Properties On User Experience Of Individuals With Autism

In recent years, virtual reality (VR) has been become a popular training tool for individuals with Autism Spectrum Disorder (ASD). Although VR was proven to be a promising tool for individuals with ASD, effects of VR properties or attributes of user interfaces designed for VR on user experience is still an unexplored area. In this study, we explore effects of five attributes of user interfaces designed for VR on user experience of high-functioning individuals with Autism Spectrum Disorder (HFASD): instruction methods, visual fidelity, view zoom, clutter, and motion. Our motivation is to give positive contribution to the design of future VR training applications for individuals with ASD so that more benefits can be gained. Three VR experiences were designed and implemented, and a user study was performed with 15 high-functioning individuals with ASD and 15 neurotypical individuals as the control group. Results indicated that using animated instructions and avoiding verbal instructions, using low visual fidelity and normal view zoom, and using no clutter and no motion in VR warehouse training applications targeting individuals with HFASD are good design practices

Immersive video modelling: a mixed methods evaluation of a life skills intervention in a specialist secondary setting

This thesis introduces and evaluates immersive video modelling (IVM), a new intervention that draws upon techniques used in video modelling whilst incorporating virtual reality. IVM uses 360° video to create virtual environments that depict a target skill being carried out. Participants watch 360° videos through a head mounted display with the anticipation that they will be able to learn the skill through watching this video. Videos are recorded from a first-person perspective to enhance feelings of presence (feeling like you are in the video). This study used IVM to teach a life skill to five participants in a year 9 class at a generic special school. Participants chose to learn how to tie shoelaces. A mixed methods research design was used, consisting of quantitative and qualitative phases. The quantitative phase used an AB design to evaluate the impact that IVM had on shoelace tying skill. One participant was able to master, maintain, and generalise the skill, while the remaining participants failed to do so. The qualitative phase used semi-structured interviews to gather the views of adults who delivered the intervention. Thematic analysis of the interviews found that, overall, participants valued the use of IMV stating that it appeared to increase motivation and engagement. Furthermore, staff were interested in continuing to use 360° video in other ways. However, they raised some concerns about the structure of the intervention and the techniques used to tie shoelaces, which they felt contributed to the limited progress made by some participants. This study concludes that IVM and 360° video appear to offer a number of potential benefits to educators that should continue to be explored in future research