State-of-the art of virtual reality technologies for children on the autism spectrum
State-of-the art of virtual reality technologies for children on the autism spectrum
In the past decade there has been a rapid advance in the use of Virtual Reality (VR) technologies for leisure, training and education. VR is argued to offer particular benefits for children on the autism spectrum, chiefly because it can offer simulations of authentic real-world situations in a carefully controlled and safe environment. Given the real world social difficulties experienced by children on the spectrum this technology has therefore been argued to offer distinct advantages and benefits for social and life skills training compared to other approaches. Whilst there has been some progress in testing the relevance and applicability of VR for children on the autism spectrum in educational contexts, there remains a significant challenge in developing robust and usable technologies that can really make a difference in real world classrooms. This article considers the evidence that has been published over the past 10 years to assess how the potential of VR has been explored in practice and reflect on the current state-of-the-art in this field.
355-366
Parsons, S.
5af3382f-cda3-489c-a336-9604f3c04d7d
Cobb, S.
630ea815-071d-4eb6-b9e9-7549f47bd82e
26 August 2011
Parsons, S.
5af3382f-cda3-489c-a336-9604f3c04d7d
Cobb, S.
630ea815-071d-4eb6-b9e9-7549f47bd82e
Parsons, S. and Cobb, S.
(2011)
State-of-the art of virtual reality technologies for children on the autism spectrum.
European Journal of Special Needs Education, 26 (3), .
(doi:10.1080/08856257.2011.593831).
Abstract
In the past decade there has been a rapid advance in the use of Virtual Reality (VR) technologies for leisure, training and education. VR is argued to offer particular benefits for children on the autism spectrum, chiefly because it can offer simulations of authentic real-world situations in a carefully controlled and safe environment. Given the real world social difficulties experienced by children on the spectrum this technology has therefore been argued to offer distinct advantages and benefits for social and life skills training compared to other approaches. Whilst there has been some progress in testing the relevance and applicability of VR for children on the autism spectrum in educational contexts, there remains a significant challenge in developing robust and usable technologies that can really make a difference in real world classrooms. This article considers the evidence that has been published over the past 10 years to assess how the potential of VR has been explored in practice and reflect on the current state-of-the-art in this field.
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Parsons_&_Cobb_(2011)_State-of-the-art_EJSNE_published.docx
- Author's Original
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Published date: 26 August 2011
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Local EPrints ID: 170375
URI: http://eprints.soton.ac.uk/id/eprint/170375
ISSN: 0885-6257
PURE UUID: 6d927170-37b8-435d-b0bd-56aeed32da47
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Date deposited: 05 Jan 2011 17:32
Last modified: 14 Mar 2024 02:56
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S. Cobb
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