2016
DOI: 10.1016/j.compedu.2016.03.018
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Abstract: This paper proposes the design and application of an immersive virtual reality system to improve and train the emotional skills of students with autism spectrum disorders. It has been designed for primary school students between the ages of 7-12 and all participants have a confirmed diagnosis of autism spectrum disorder. The immersive environment allows the student to train and develop different social situations in a structured, visual and continuous manner. The use of a computer vision system to automaticall… Show more

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Cited by 161 publications
(102 citation statements)
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References 33 publications
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“…Extant research provides initial support for the use of VR in SCI and specific skill trainings with autistic individuals and reinforces the notion that skills learned in VR can be transferred to the real world ( Table 1). [22][23][24][25][26][27] Immersive VR system to enhance emotional skills for children with ASD Forty autistic students between 7 and 12 participated in four 35-minute sessions each month for 8 months. Each participant was exposed to numerous social situations (e.g., birthday parties, playground, and classroom).…”
Section: Current Interventions and The Necessity For Improvementmentioning
confidence: 99%
“…Extant research provides initial support for the use of VR in SCI and specific skill trainings with autistic individuals and reinforces the notion that skills learned in VR can be transferred to the real world ( Table 1). [22][23][24][25][26][27] Immersive VR system to enhance emotional skills for children with ASD Forty autistic students between 7 and 12 participated in four 35-minute sessions each month for 8 months. Each participant was exposed to numerous social situations (e.g., birthday parties, playground, and classroom).…”
Section: Current Interventions and The Necessity For Improvementmentioning
confidence: 99%
“…Some studies did use such virtual reality systems/devices [28][29][30][31][32][33][34][35][36]. However, many studies used conventional computer monitors to display virtual reality scenes with one or more avatars [37][38][39][40][41][42][43][44][45][46][47].…”
Section: Virtual Reality Systems/devicesmentioning
confidence: 99%
“…In some research [110], head tracking is implemented using a Kinect sensor as an approximation of eye gaze for joint attention study. We have also seen research on using facial expressions recognition to obtain affective feedback [30,[111][112][113][114][115][116]. In some research, head orientation and movement are tracked using inertial sensors embedded in smart glasses instead of cameras [117].…”
Section: Facial Motion/expression Trackingmentioning
confidence: 99%
“…The results conirm that certain problems arise in their execution at irst but also that a considerable improvement as well as a certain transfer of the learned skills take place as those tasks are gradually performed in the immersive environment. Recent research works, such as the one undertaken by Wallace et al [43], have stressed the need to provide environments with greater realism, since that would allow children with ASDs to perceive the negative responses, which are sent to them by the environment, thus helping them to enhance their social skills. The current study performed by Lorenzo et al [44] constitutes an advance with respect to what has hitherto been reviewed; it stresses the fact that the immersive virtual environments designed to work on emotional competences with ASD students have permited a high degree of interactivity, along with a chance for the training of social roles which are represented in emotional scripts prepared like social stories.…”
Section: Review Of the Literature On Virtual Realitymentioning
confidence: 99%