Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

Lledó, Gonzalo Lorenzo; Pomares, Jorge; Lorenzo-Lledó‬, ‪Alejandro

doi:10.1016/j.compedu.2012.10.028

Cited by 86 publications

(44 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La realidad virtual (RV) es una de ellas, y consiste en la creación de entornos imaginarios simulados por computadora que se asemejan al mundo real [4,5]. La RV puede clasificarse dependiendo del grado de interacción y de inmersión que proveen al usuario, y según [6,7], existen tres clases que son la RV no inmersiva, RV semi-inmersiva y RV de inmersión total.…”

Section: Introductionunclassified

Diseño y desarrollo de un entorno virtual inmersivo para instruir el principio de superposición de movimientos a estudiantes de ingeniería

et al. 2017

View full text Add to dashboard Cite

Este artículo describe el diseño y construcción de un entorno de realidad virtual inmersiva con una secuencia de escenas interactivas que recrean la composición de movimientos de una partícula para instruir el principio de superposición de movimientos en estudiantes de Física en ingeniería. El entorno virtual se ha desarrollado en Unity y permite la interacción por medio de las manos con visualización a través de un Head Mounted Display. Este artículo muestra la etapa de diseño, la programación y las principales características del entorno inmersivo logrado. Para probar el entorno inmersivo final se ha interactuado con una población de 20 estudiantes usando un test de 9 preguntas antes y después del uso del entorno inmersivo en cada estudiante. La ganancia normalizada que produce su uso en el grupo de estudiantes, sin acompañamiento y sin interacción social, es 〈g〉=0.08.

show abstract

Section: Introductionunclassified

Diseño y desarrollo de un entorno virtual inmersivo para instruir el principio de superposición de movimientos a estudiantes de ingeniería

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Nevertheless, both "Safety" (4.4) and "motor and cognitive skills" (3.0) domains show similar citations ratio per year per paper. Table 5 presents the three papers with best citation rate within the social skills sub-domains described in Table 3 [16,27,28,31,47,48,50,51]. One of these top citation rate papers [50] takes part both in "safety" and "motor and cognitive skills" areas of research.…”

Section: Contemporary Perspective On Child Psychology and Educationmentioning

confidence: 99%

“…Most of the research on the topic uses individual interaction [23][24][25][26][27][28], where the virtual avatars are computerized agents. This means that some kind of algorithm has been designed for them to react depending on the user's response, choosing a pre-designed answer.…”

Section: Introductionmentioning

confidence: 99%

A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children

Fernández-Herrero¹,

Lorenzo-Lledó²,

Carreres³

2018

Contemporary Perspective on Child Psychology and Education

View full text Add to dashboard Cite

The use of virtual reality (VR) as an educational tool for autism spectrum disorder (ASD) children is a research field that started some 20 years ago. ASD is associated with deficiencies in communication and social interaction, as well as restricted and repetitive behavioural patterns, according to the fifth edition of the diagnostic and statistical manual of mental disorders (DSM-5). By using the ISI Web of Knowledge as the reference data basis, we perform a bibliometric study of the use of VR as an educational tool for high-functioning ASD children. By this study we can quantify, on the one hand, the up to day importance of the different types of VR applied to this field: immersive or non-immersive, as well as the use of human or agent avatars. On the other hand, we can also differentiate amongst those interventions that work on emotional and social competences. The analysis of periods of research scarce, research abundance and research trends provides a dynamic view of the strategies used in this field in the last 20 years and suggests future lines of research.

show abstract

“…Other research studies [41] applied virtual reality for ASD students as a tool which can facilitate the real-time recognition of emotions (recognising the emotions of others as well as their tones of voice); the theory of the mind (recognising and responding to other people's thoughts and wishes); and the capacity for conversation (initiation, maintenance and closing)-obtaining high scores in recognition and the theory of the mind thanks to VR utilisation. Likewise, the paper by Lorenzo et al [42] suggests a set of protocols with immersive tasks to train social skills.…”

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

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

Lledó¹,

Lorenzo-Lledó‬²,

Martínez-Roig³

et al. 2016

Virtual Learning

Self Cite

View full text Add to dashboard Cite

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 diiculties 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?

show abstract

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

Cited by 86 publications

References 26 publications

Diseño y desarrollo de un entorno virtual inmersivo para instruir el principio de superposición de movimientos a estudiantes de ingeniería

Diseño y desarrollo de un entorno virtual inmersivo para instruir el principio de superposición de movimientos a estudiantes de ingeniería

A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children

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

Contact Info

Product

Resources

About