Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism
Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism
Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children’s motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories; the affordances of the technology; and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention.
virtual reality, collaboration, autism, communication, participatory design, intervention
28-38
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
April 2016
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Parsons, Sarah
(2016)
Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism.
International Journal of Child-Computer Interaction, 6, .
(doi:10.1016/j.ijcci.2015.12.002).
Abstract
Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children’s motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories; the affordances of the technology; and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention.
Text
Parsons (in press) Learning to work together Author Accepted Version.pdf
- Accepted Manuscript
More information
Accepted/In Press date: 10 December 2015
e-pub ahead of print date: 19 December 2015
Published date: April 2016
Keywords:
virtual reality, collaboration, autism, communication, participatory design, intervention
Identifiers
Local EPrints ID: 384972
URI: http://eprints.soton.ac.uk/id/eprint/384972
ISSN: 2212-8689
PURE UUID: cff87fb9-01c2-4202-b97c-670c9fd4f6da
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Date deposited: 14 Jan 2016 14:31
Last modified: 15 Mar 2024 03:38
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