Using affective avatars and rich multimedia content for education of children with autism

Autism is a communication disorder that mandates early and continuous educational interventions on various levels like the everyday social, communication and reasoning skills. Computer-aided education has recently been considered as a likely intervention method for such cases, and therefore different systems have been proposed and developed worldwide. In more recent years, affective computing applications for the aforementioned interventions have also been proposed to shed light on this problem. In this paper, we examine the technological and educational needs of affective interventions for autistic persons. Enabling affective technologies are visited and a number of possible exploitation scenarios are illustrated. Emphasis is placed in covering the continuous and long term needs of autistic persons by unobtrusive and ubiquitous technologies with the engagement of an affective speaking avatar. A personalised prototype system facilitating these scenarios is described. In addition the feedback from educators for autistic persons is provided for the system in terms of its usefulness, efficiency and the envisaged reaction of the autistic persons, collected by means of an anonymous questionnaire. Results illustrate the clear potential of this effort in facilitating a very promising autism intervention

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

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

Sensory Gardens: Supporting Families and Therapists through Education

Background: Exposure to and engagement with nature is an essential element of healthy physical, emotional, and social development for all children. Sensory gardens combine many of the supportive pieces of outdoor play to increase participation for children of all abilities. Additional resources and education are needed to support children’s engagement with nature. Purpose: This portfolio outlines the development, implementation, and evaluation of educational materials for caregivers and nature- based therapists related to sensory gardens. Approach: Educational materials were developed and distributed via an interactive online learning platform, Thinkific, and evaluated through surveys completed by participants. Outcomes: At the time of the survey closure date, 45 individuals had enrolled in the course and nine completed the course and survey (three parents and six practitioners). While parents reported positive experiences with the course, online learning was not identified as a preferred delivery format for educational materials. Enrollment, participation, and completion of the course continued following survey closure date. Recommendations: Tailoring educational materials to meet the unique needs of the caregivers, providing a variety of materials, and allowing time to complete materials will increase any future engagement with educational programs. Additionally, it is essential to prioritize education for practitioners as this will ensure knowledge gets distributed to the intended audience without overwhelming parents who may already be at their maximal capacity and have limited time to spend completing educational materials

Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments

Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecture-style classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors—indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication—XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

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

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

Footprints of emergence

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamicsbetween prescribed and emergent learning and how the learning landscape is curated