VLEs, social stories and children with autism: A prototype implementation and evaluation

Volioti, Christina; Tsiatsos, Τhrasyvoulos; Mavropoulou, Sofia; Karagiannidis, Charalampos

doi:10.1007/s10639-015-9409-1

Cited by 16 publications

(6 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Volioti et al . (2016) asked special education teachers their views on an application teaching social skills to children with autism via social stories. The teachers responded for themselves but also on behalf of students with autism and reported that the application was easy to use and they also expressed high levels of satisfaction.…”

Section: Resultsmentioning

confidence: 99%

Autism education in Greece at the beginning of the 21st century: reviewing the literature

Kossyvaki

2021

Support for Learning

View full text Add to dashboard Cite

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer-reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent-teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries.

show abstract

Section: Resultsmentioning

confidence: 99%

Autism education in Greece at the beginning of the 21st century: reviewing the literature

Kossyvaki

2021

Support for Learning

View full text Add to dashboard Cite

show abstract

“…The scenario was also inspired from the novel "Social Stories" techniques in use by a number of autism-related VR solutions, which further justifies our approach [17]. The "greeting" scenario, a general situation that an average indi-vidual faces multiple times per day, can help to track the user's level of social interaction with multiple usages of the VR system.…”

Section: Social Communication Task Modulementioning

confidence: 88%

Design of Immersive Virtual Reality System to Improve Communication Skills in Individuals with Autism

Halabi

El-Seoud

Alja’am³

et al. 2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-Individuals with autism spectrum disorder (ASD) regularly experience situations in which they need to give answers but do not know how to respond; for example, questions related to everyday life activities that are asked by strangers. Research geared at utilizing technology to mend social and communication impairments in children with autism is actively underway. Immersive virtual reality (VR) is a relatively recent technology that has the potential of being an effective therapeutic tool for developing various skills in autistic children. This paper presents an interactive scenario-based VR system developed to improve the communications skills of autistic children. The system utilizes speech recognition to provide natural interaction and role-play and turntaking to evaluate and verify the effectiveness of the immersive environment on the social performance of autistic children. In experiments conducted, participants showed more improved performance with a computer augmented virtual environment (CAVE) than with a head mounted display (HMD) or a normal desktop. The results indicate that immersive VR could be more satisfactory and motivational than desktop for children with ASD.

show abstract

“…Social cues can be simulated virtually to enhance learning environments in ways that are impossible in real life; for example, Bailenson et al (2005) studied "augmented gaze," which simulated optimal teacher eye contact and gaze with multiple students simultaneously and gave each participant the best seat location in a virtual classroom, leading to improved learning. Various socio-emotional learning opportunities are also possible, such as teaching social perception skills and emotion recognition for students with autism spectrum disorder (e.g., Volioti et al, 2016). Furthermore, social XR platforms can be designed to support connectivist approaches (e.g.…”

Section: High Consideration Of Educational Efficacymentioning

confidence: 99%

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

Lee

Hu-Au

2021

Front. Virtual Real.

View full text Add to dashboard Cite

A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.

show abstract

VLEs, social stories and children with autism: A prototype implementation and evaluation

Cited by 16 publications

References 36 publications

Autism education in Greece at the beginning of the 21st century: reviewing the literature

Autism education in Greece at the beginning of the 21st century: reviewing the literature

Design of Immersive Virtual Reality System to Improve Communication Skills in Individuals with Autism

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

Contact Info

Product

Resources

About