How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review / Nigel NEWBUTT in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4232-4258 Titre : How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review Type de document : texte imprimé Auteurs : Nigel NEWBUTT, Auteur ; Noah GLASER, Auteur ; Marc-Sonley FRANCOIS, Auteur ; Matthew SCHMIDT, Auteur ; Sue COBB, Auteur Article en page(s) : p.4232-4258 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002-2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community. En ligne : https://doi.org/10.1007/s10803-023-06130-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review [texte imprimé] / Nigel NEWBUTT, Auteur ; Noah GLASER, Auteur ; Marc-Sonley FRANCOIS, Auteur ; Matthew SCHMIDT, Auteur ; Sue COBB, Auteur . - p.4232-4258. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4232-4258 Index. décimale : PER Périodiques Résumé : The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002-2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community. En ligne : https://doi.org/10.1007/s10803-023-06130-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review / Noah GLASER in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4719-4739 Titre : Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review Type de document : texte imprimé Auteurs : Noah GLASER, Auteur ; Charles THULL, Auteur ; Matthew SCHMIDT, Auteur ; Alice TENNANT, Auteur ; Jewoong MOON, Auteur ; Cannon OUSLEY, Auteur Article en page(s) : p.4719-4739 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals. En ligne : https://doi.org/10.1007/s10803-023-06168-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review [texte imprimé] / Noah GLASER, Auteur ; Charles THULL, Auteur ; Matthew SCHMIDT, Auteur ; Alice TENNANT, Auteur ; Jewoong MOON, Auteur ; Cannon OUSLEY, Auteur . - p.4719-4739. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4719-4739 Index. décimale : PER Périodiques Résumé : This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals. En ligne : https://doi.org/10.1007/s10803-023-06168-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

“There’s No Greater Feeling”: Empowerment and Achievement Through Neurodivergent Co-Design / Noah GLASER in Autism, 30-10 (October 2026)  

Public ISBD [article]  inAutism > 30-10 (October 2026) . - p.2662-2673 Titre : “There’s No Greater Feeling”: Empowerment and Achievement Through Neurodivergent Co-Design Type de document : texte imprimé Auteurs : Noah GLASER, Auteur ; Nigel NEWBUTT, Auteur Article en page(s) : p.2662-2673 Langues : Anglais (eng) Mots-clés : neurodiversity  co-design  extended reality  virtual reality  grounded theory Index. décimale : PER Périodiques Résumé : Extended reality (XR) technologies, including virtual reality (VR), have long been investigated as tools to support autistic and other neurodivergent individuals, yet much of this work has prioritized researcher-defined outcomes over the lived experiences of neurodivergent users. Participatory and co-design approaches offer a means to address this gap, but limited research documents how neurodivergent adults experience authentic involvement in XR development. This study examines the experiences of neurodivergent co-designers engaged in the collaborative creation of uSucceed, a VR cybersecurity learning environment. Five neurodivergent adults employed as paid members of a university-based development lab participated in semi-structured interviews focused on expectations, learning, design responsibilities, collaboration, and perceived impact. Using a grounded theory approach, analysis involved iterative coding, constant comparison, and axial mapping of relationships among design practices, experiences, and outcomes. Co-designers reported substantial growth in technical skills such as Unity development, C# scripting, debugging, and animation, alongside gains in communication, persistence, and reflective problem-solving. Structured learning supports and authentic production-level responsibilities fostered confidence, ownership, and a sense of value within a supportive, inclusive environment. These findings illustrate how intentionally structured, production-oriented XR co-design can support both technical skill development and meaningful participation for neurodivergent adults.Lay Abstract This study explores what it is like for neurodivergent adults to take part in designing virtual reality (VR) learning technologies, not just as research subjects, but as paid members of a development team. While VR and similar technologies have often been created to support autistic and other neurodivergent people, these tools are usually designed based on what researchers think users need, rather than on the experiences and priorities of neurodivergent individuals themselves. This project focuses on a different approach by examining how neurodivergent adults experienced collaborating on the development of uSucceed, a VR learning environment that teaches cybersecurity skills. Five neurodivergent adults worked in a university-based lab as co-designers and developers on the project. They participated in interviews where they shared their expectations, what they learned, how they contributed to the design process, how they worked with others, and how the experience affected them personally and professionally. The researchers carefully analyzed these interviews to understand common themes and patterns in their experiences. Participants described learning a wide range of technical skills, such as building VR environments, writing and fixing code, creating animations, and working with professional development tools. They also reported growth in broader skills, including communication, problem-solving, persistence, and confidence. Importantly, the team structure included clear guidance, regular check-ins, collaborative problem-solving, and supportive feedback, which helped participants stay engaged and work through challenges without becoming overwhelmed. Having real responsibilities on a production-level project made participants feel valued and proud of their contributions. En ligne : https://dx.doi.org/10.1177/13623613261478883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] “There’s No Greater Feeling”: Empowerment and Achievement Through Neurodivergent Co-Design [texte imprimé] / Noah GLASER, Auteur ; Nigel NEWBUTT, Auteur . - p.2662-2673. Langues : Anglais (eng) in Autism > 30-10 (October 2026) . - p.2662-2673 Mots-clés : neurodiversity  co-design  extended reality  virtual reality  grounded theory Index. décimale : PER Périodiques Résumé : Extended reality (XR) technologies, including virtual reality (VR), have long been investigated as tools to support autistic and other neurodivergent individuals, yet much of this work has prioritized researcher-defined outcomes over the lived experiences of neurodivergent users. Participatory and co-design approaches offer a means to address this gap, but limited research documents how neurodivergent adults experience authentic involvement in XR development. This study examines the experiences of neurodivergent co-designers engaged in the collaborative creation of uSucceed, a VR cybersecurity learning environment. Five neurodivergent adults employed as paid members of a university-based development lab participated in semi-structured interviews focused on expectations, learning, design responsibilities, collaboration, and perceived impact. Using a grounded theory approach, analysis involved iterative coding, constant comparison, and axial mapping of relationships among design practices, experiences, and outcomes. Co-designers reported substantial growth in technical skills such as Unity development, C# scripting, debugging, and animation, alongside gains in communication, persistence, and reflective problem-solving. Structured learning supports and authentic production-level responsibilities fostered confidence, ownership, and a sense of value within a supportive, inclusive environment. These findings illustrate how intentionally structured, production-oriented XR co-design can support both technical skill development and meaningful participation for neurodivergent adults.Lay Abstract This study explores what it is like for neurodivergent adults to take part in designing virtual reality (VR) learning technologies, not just as research subjects, but as paid members of a development team. While VR and similar technologies have often been created to support autistic and other neurodivergent people, these tools are usually designed based on what researchers think users need, rather than on the experiences and priorities of neurodivergent individuals themselves. This project focuses on a different approach by examining how neurodivergent adults experienced collaborating on the development of uSucceed, a VR learning environment that teaches cybersecurity skills. Five neurodivergent adults worked in a university-based lab as co-designers and developers on the project. They participated in interviews where they shared their expectations, what they learned, how they contributed to the design process, how they worked with others, and how the experience affected them personally and professionally. The researchers carefully analyzed these interviews to understand common themes and patterns in their experiences. Participants described learning a wide range of technical skills, such as building VR environments, writing and fixing code, creating animations, and working with professional development tools. They also reported growth in broader skills, including communication, problem-solving, persistence, and confidence. Importantly, the team structure included clear guidance, regular check-ins, collaborative problem-solving, and supportive feedback, which helped participants stay engaged and work through challenges without becoming overwhelmed. Having real responsibilities on a production-level project made participants feel valued and proud of their contributions. En ligne : https://dx.doi.org/10.1177/13623613261478883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Toward a strengths-based model for designing virtual reality learning experiences for autistic users / Nigel NEWBUTT ; Minyoung LEE ; Jie LU ; Marc-Sonley FRANCOIS ; Pavlo D. ANTONENKO ; Noah GLASER in Autism, 28-7 (July 2024)  

Public ISBD [article]  inAutism > 28-7 (July 2024) . - p.1809-1827 Titre : Toward a strengths-based model for designing virtual reality learning experiences for autistic users Type de document : texte imprimé Auteurs : Nigel NEWBUTT, Auteur ; Minyoung LEE, Auteur ; Jie LU, Auteur ; Marc-Sonley FRANCOIS, Auteur ; Pavlo D. ANTONENKO, Auteur ; Noah GLASER, Auteur Article en page(s) : p.1809-1827 Langues : Anglais (eng) Mots-clés : autism  design framework  strengths-based approach  user-centered design  virtual reality Index. décimale : PER Périodiques Résumé : This study presents a strengths-based framework for designing virtual reality experiences tailored to the needs and abilities of autistic individuals. Recognizing the potential of virtual reality to provide engaging and immersive learning environments, the framework aligns the strengths and preferences of autistic users with the affordances of virtual reality platforms. Drawing on the existing literature and empirical findings, the framework highlights key areas of alignment, including visual perception, anxiety management, attention to differences, concrete thinking, and response to positive feedback. The framework emphasizes the importance of involving autistic individuals in the co-design and co-creation of virtual reality technologies to ensure a more tailored and preferred user experience. By adopting a strengths-based approach and actively involving autistic individuals, the design and implementation of virtual reality interventions can better address their unique needs and foster positive outcomes. The study concludes by advocating for continued research and collaboration to advance the field of virtual reality technology for autistic individuals and to work toward shared goals with the autistic community. Lay abstract Virtual reality has been studied for its potential in supporting individuals with autism, but existing research often focuses on deficits and lacks consideration of individual preferences and strengths. This article introduces a framework that emphasizes the strengths and abilities of autistic individuals when designing virtual reality interventions. It builds upon an existing taxonomy of educational technology affordances and extends it to align with the unique needs of autistic individuals. The framework provides guidance for incorporating virtual reality technology that supports and amplifies autistic strengths, such as visual perception and response to positive feedback. The framework has implications for practice, research, and policy. For practitioners, it offers a tool for designing virtual reality experiences that cater to the strengths of autistic individuals, enhancing engagement and educational outcomes. Researchers can utilize the framework to guide the development of user-centered virtual reality interventions and expand our understanding of the potential benefits of virtual reality for autistic populations. Policymakers and educators can consider this framework when incorporating virtual reality into educational settings, ensuring that virtual reality technology is used in a way that aligns with the strengths and needs of autistic learners. Overall, the framework promotes a strengths-based approach in utilizing virtual reality technology for individuals with autism, fostering inclusivity and maximizing the benefits of immersive experiences. En ligne : https://dx.doi.org/10.1177/13623613231208579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Toward a strengths-based model for designing virtual reality learning experiences for autistic users [texte imprimé] / Nigel NEWBUTT, Auteur ; Minyoung LEE, Auteur ; Jie LU, Auteur ; Marc-Sonley FRANCOIS, Auteur ; Pavlo D. ANTONENKO, Auteur ; Noah GLASER, Auteur . - p.1809-1827. Langues : Anglais (eng) in Autism > 28-7 (July 2024) . - p.1809-1827 Mots-clés : autism  design framework  strengths-based approach  user-centered design  virtual reality Index. décimale : PER Périodiques Résumé : This study presents a strengths-based framework for designing virtual reality experiences tailored to the needs and abilities of autistic individuals. Recognizing the potential of virtual reality to provide engaging and immersive learning environments, the framework aligns the strengths and preferences of autistic users with the affordances of virtual reality platforms. Drawing on the existing literature and empirical findings, the framework highlights key areas of alignment, including visual perception, anxiety management, attention to differences, concrete thinking, and response to positive feedback. The framework emphasizes the importance of involving autistic individuals in the co-design and co-creation of virtual reality technologies to ensure a more tailored and preferred user experience. By adopting a strengths-based approach and actively involving autistic individuals, the design and implementation of virtual reality interventions can better address their unique needs and foster positive outcomes. The study concludes by advocating for continued research and collaboration to advance the field of virtual reality technology for autistic individuals and to work toward shared goals with the autistic community. Lay abstract Virtual reality has been studied for its potential in supporting individuals with autism, but existing research often focuses on deficits and lacks consideration of individual preferences and strengths. This article introduces a framework that emphasizes the strengths and abilities of autistic individuals when designing virtual reality interventions. It builds upon an existing taxonomy of educational technology affordances and extends it to align with the unique needs of autistic individuals. The framework provides guidance for incorporating virtual reality technology that supports and amplifies autistic strengths, such as visual perception and response to positive feedback. The framework has implications for practice, research, and policy. For practitioners, it offers a tool for designing virtual reality experiences that cater to the strengths of autistic individuals, enhancing engagement and educational outcomes. Researchers can utilize the framework to guide the development of user-centered virtual reality interventions and expand our understanding of the potential benefits of virtual reality for autistic populations. Policymakers and educators can consider this framework when incorporating virtual reality into educational settings, ensuring that virtual reality technology is used in a way that aligns with the strengths and needs of autistic learners. Overall, the framework promotes a strengths-based approach in utilizing virtual reality technology for individuals with autism, fostering inclusivity and maximizing the benefits of immersive experiences. En ligne : https://dx.doi.org/10.1177/13623613231208579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

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