Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder

Miller, Haylie L.; Bugnariu, Nicoleta L.

doi:10.1089/cyber.2014.0682

Cited by 153 publications

(112 citation statements)

References 76 publications

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“…We should note that head-mounted display and virtual reality goggles may cause negative experiences such as dizziness and tiredness for some participants, as reported in [48]. Miller et al provided an excellent review on the impacts of the level of immersion in virtual reality systems on ASD treatment [49].…”

Section: Virtual Reality Systems/devicesmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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Abstract:The rapid development of computer and robotic technologies in the last decade is giving hope to perform earlier and more accurate diagnoses of the Autism Spectrum Disorder (ASD), and more effective, consistent, and cost-conscious treatment. Besides the reduced cost, the main benefit of using technology to facilitate treatment is that stimuli produced during each session of the treatment can be controlled, which not only guarantees consistency across different sessions, but also makes it possible to focus on a single phenomenon, which is difficult even for a trained professional to perform, and deliver the stimuli according to the treatment plan. In this article, we provide a comprehensive review of research on recent technology-facilitated diagnosis and treat of children and adults with ASD. Different from existing reviews on this topic, which predominantly concern clinical issues, we focus on the engineering perspective of autism studies. All technology facilitated systems used for autism studies can be modeled as human machine interactive systems where one or more participants would constitute as the human component, and a computer-based or a robotic-based system would be the machine component. Based on this model, we organize our review with the following questions: (1) What are presented to the participants in the studies and how are the content and delivery methods enabled by technologies? (2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how? and (4) How are the programs assessed?

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Section: Virtual Reality Systems/devicesmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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“…In the medical research community the concept of immersion in a task is well-received. A meta-analysis by Miller and Bugnariu (2016) showed that for high-immersion virtual environments treatment response was overwhelmingly positive for those with autism spectrum disorder who were learning social skills. Gutiérrez et al (2007) showed that students who learned how to treat a head trauma victim via a proprietary virtual HMD (they called this the “full immersion” condition) showed significantly better learning than students who learned on a laptop monitor (called “partial immersion” condition).…”

Section: Introductionmentioning

confidence: 99%

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force

Johnson-Glenberg

Megowan-Romanowicz²,

Birchfield³

et al. 2016

Front. Psychol.

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Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale “mixed reality” immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor professional development need to be provided as well.

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“…Non-immersive technology (low immersive), unlike semi-immersive (moderate immersive) and immersive (high immersive), is characterized by the fact that [36]:…”

Section: Definitionmentioning

confidence: 99%

A Method of Navigational Information Display Using Augmented Virtuality

Gralak

2020

JMSE

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The preliminary research experiments described herein were aimed to choose an appropriate mixed reality technology for the construction of navigational information display method to be used onboard ships in restricted waters. The method assumes a possibly faithful representation of the environment and the actual navigational situation on a spatial decision support system (SDSS) interface during ship navigation and maneuvering in restricted waters. The paper also presents the architecture and process of building a SDSS, where the method of navigational information display using augmented virtuality was applied.

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Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder

Cited by 153 publications

References 76 publications

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force

A Method of Navigational Information Display Using Augmented Virtuality

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