34 recherche sur le mot-clé 'virtual reality'

Virtual reality educational scenarios for students with ASD: Instruments validation and design of STEM programmatic contents / Rui Manuel SILVA in Research in Autism Spectrum Disorders, 119 (January 2025)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 119 (January 2025) . - p.102521 Titre : Virtual reality educational scenarios for students with ASD: Instruments validation and design of STEM programmatic contents Type de document : Texte imprimé et/ou numérique Auteurs : Rui Manuel SILVA, Auteur ; Paulo MARTINS, Auteur ; Tânia ROCHA, Auteur Article en page(s) : p.102521 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Virtual learning environments  Inclusive education  Virtual reality  STEM education Index. décimale : PER Périodiques Résumé : Background Virtual Reality (VR) is making education more engaging and accessible, especially for students with Autism Spectrum Disorders (ASD), promoting inclusion and the development of STEM skills in innovative ways. The literature still reveals a significant gap in terms of appropriate educational resources adapted to the specific needs of these students, resulting in difficulties in their inclusion. With the growing need for inclusive approaches in education, it is essential to find solutions to support these students. The aim of this study is to validate the data collection methodology that will enable the development of Virtual Learning Environments with STEM content for students with ASD. Methods The Design Science Research (DSR) methodology was used to develop a VR artefact for students with ASD. In addition, the Delphi method was applied in the expert involvement phase, which will contribute to the validation of the artefact's specific requirements. Both will allow for an inclusive and distinctive approach to the development of an artefact, with the aim of offering an innovative educational experience, meeting the varied needs and learning styles of students with ASD, optimising the effectiveness of the proposed VLE. Results The results show a strong acceptance among experts, highlighting the potential positive impact of this approach, although there are aspects to be improved to ensure a more comprehensive and effective approach. Conclusions This study highlights the successful validation of an innovative virtual reality programme for students with ASD, highlighting the importance of interdisciplinary collaboration and the strong contribution to the advancement of inclusive education. En ligne : https://dx.doi.org/10.1016/j.rasd.2024.102521 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Virtual reality educational scenarios for students with ASD: Instruments validation and design of STEM programmatic contents [Texte imprimé et/ou numérique] / Rui Manuel SILVA, Auteur ; Paulo MARTINS, Auteur ; Tânia ROCHA, Auteur . - p.102521. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 119 (January 2025) . - p.102521 Mots-clés : Autism spectrum disorder  Virtual learning environments  Inclusive education  Virtual reality  STEM education Index. décimale : PER Périodiques Résumé : Background Virtual Reality (VR) is making education more engaging and accessible, especially for students with Autism Spectrum Disorders (ASD), promoting inclusion and the development of STEM skills in innovative ways. The literature still reveals a significant gap in terms of appropriate educational resources adapted to the specific needs of these students, resulting in difficulties in their inclusion. With the growing need for inclusive approaches in education, it is essential to find solutions to support these students. The aim of this study is to validate the data collection methodology that will enable the development of Virtual Learning Environments with STEM content for students with ASD. Methods The Design Science Research (DSR) methodology was used to develop a VR artefact for students with ASD. In addition, the Delphi method was applied in the expert involvement phase, which will contribute to the validation of the artefact's specific requirements. Both will allow for an inclusive and distinctive approach to the development of an artefact, with the aim of offering an innovative educational experience, meeting the varied needs and learning styles of students with ASD, optimising the effectiveness of the proposed VLE. Results The results show a strong acceptance among experts, highlighting the potential positive impact of this approach, although there are aspects to be improved to ensure a more comprehensive and effective approach. Conclusions This study highlights the successful validation of an innovative virtual reality programme for students with ASD, highlighting the importance of interdisciplinary collaboration and the strong contribution to the advancement of inclusive education. En ligne : https://dx.doi.org/10.1016/j.rasd.2024.102521 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Virtual Reality Immersion Rescales Regulation of Interpersonal Distance in Controls but not in Autism Spectrum Disorder / Marco SIMÕES in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4317-4328 Titre : Virtual Reality Immersion Rescales Regulation of Interpersonal Distance in Controls but not in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marco SIMÕES, Auteur ; Susana MOUGA, Auteur ; Andreia C. PEREIRA, Auteur ; Paulo DE CARVALHO, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO-BRANCO, Auteur Article en page(s) : p.4317-4328 Langues : Anglais (eng) Mots-clés : Asd  Interpersonal distance  Personal space regulation  Virtual reality  Virtual rehabilitation Index. décimale : PER Périodiques Résumé : Interpersonal distance (IPD) is a simple social regulation metric which is altered in autism. We performed a stop-distance paradigm to evaluate IPD regulation in autism spectrum disorder (ASD) and control groups in a real versus a virtual environment mimicking in detail the real one. We found a bimodal pattern of IPDs only in ASD. Both groups showed high IPD correlations between real and virtual environments, but the significantly larger slope in the control group suggests rescaling, which was absent in ASD. We argue that loss of nuances like non-verbal communication, such as perception of subtle body gestures in the virtual environment, lead to changed regulation of IPD in controls, whilst ASD participants show similar deficits in perceiving such subtle cues in both environments. En ligne : http://dx.doi.org/10.1007/s10803-020-04484-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Virtual Reality Immersion Rescales Regulation of Interpersonal Distance in Controls but not in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Marco SIMÕES, Auteur ; Susana MOUGA, Auteur ; Andreia C. PEREIRA, Auteur ; Paulo DE CARVALHO, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO-BRANCO, Auteur . - p.4317-4328. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4317-4328 Mots-clés : Asd  Interpersonal distance  Personal space regulation  Virtual reality  Virtual rehabilitation Index. décimale : PER Périodiques Résumé : Interpersonal distance (IPD) is a simple social regulation metric which is altered in autism. We performed a stop-distance paradigm to evaluate IPD regulation in autism spectrum disorder (ASD) and control groups in a real versus a virtual environment mimicking in detail the real one. We found a bimodal pattern of IPDs only in ASD. Both groups showed high IPD correlations between real and virtual environments, but the significantly larger slope in the control group suggests rescaling, which was absent in ASD. We argue that loss of nuances like non-verbal communication, such as perception of subtle body gestures in the virtual environment, lead to changed regulation of IPD in controls, whilst ASD participants show similar deficits in perceiving such subtle cues in both environments. En ligne : http://dx.doi.org/10.1007/s10803-020-04484-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Virtual reality interview with feedback framework for situational practice of gaze among autistic adults / Saygin ARTIRAN in Research in Autism Spectrum Disorders, 118 (October 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 118 (October 2024) . - 102494 Titre : Virtual reality interview with feedback framework for situational practice of gaze among autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Saygin ARTIRAN, Auteur ; Shana COHEN, Auteur ; Pamela COSMAN, Auteur Article en page(s) : 102494 Langues : Anglais (eng) Mots-clés : Gaze behavior  Job interview practice  Social interaction practice  Autism spectrum  Virtual reality  Social modulation Index. décimale : PER Périodiques Résumé : Background Autistic individuals commonly seek employment; however, only a small fraction are in the workforce. In part, this might be due to mismatches between their social patterns of attention and gaze, and society?s normative expectations during interviews. Method To help mitigate such disadvantages through a solo situational practice tool, we present a framework that consists of a virtual reality (VR) based job interview simulation and a coaching component. Employing data visualization, video modeling, and VR role-play of the targeted behavior, the coaching support could be done in a self-deliverable practice manner. A participatory design session with two autistic design partners was important in the co-creation of the feedback methods, making them easier to understand, and including positive reinforcement. Results Fourteen autistic individuals used the VR job interview simulation tool. Eleven received the gaze analysis and support stage and participated in a second VR simulation session. Preliminary results were positive, in that participant scores on average eye contact duration, average time without eye contact, and percentage of eye contact while listening and while speaking generally approached the corresponding medians of the non-autistic reference dataset. Participants were surveyed about the utility of the tool after the second feedback session and two months later. All survey respondents perceived the tool to be useful and the provided feedback to be helpful in daily social interactions. Conclusions This study provides insights towards the development of a VR job interview simulation and feedback framework that can enable solo situational practice of gaze and common interview questions. En ligne : https://doi.org/10.1016/j.rasd.2024.102494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Virtual reality interview with feedback framework for situational practice of gaze among autistic adults [Texte imprimé et/ou numérique] / Saygin ARTIRAN, Auteur ; Shana COHEN, Auteur ; Pamela COSMAN, Auteur . - 102494. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 118 (October 2024) . - 102494 Mots-clés : Gaze behavior  Job interview practice  Social interaction practice  Autism spectrum  Virtual reality  Social modulation Index. décimale : PER Périodiques Résumé : Background Autistic individuals commonly seek employment; however, only a small fraction are in the workforce. In part, this might be due to mismatches between their social patterns of attention and gaze, and society?s normative expectations during interviews. Method To help mitigate such disadvantages through a solo situational practice tool, we present a framework that consists of a virtual reality (VR) based job interview simulation and a coaching component. Employing data visualization, video modeling, and VR role-play of the targeted behavior, the coaching support could be done in a self-deliverable practice manner. A participatory design session with two autistic design partners was important in the co-creation of the feedback methods, making them easier to understand, and including positive reinforcement. Results Fourteen autistic individuals used the VR job interview simulation tool. Eleven received the gaze analysis and support stage and participated in a second VR simulation session. Preliminary results were positive, in that participant scores on average eye contact duration, average time without eye contact, and percentage of eye contact while listening and while speaking generally approached the corresponding medians of the non-autistic reference dataset. Participants were surveyed about the utility of the tool after the second feedback session and two months later. All survey respondents perceived the tool to be useful and the provided feedback to be helpful in daily social interactions. Conclusions This study provides insights towards the development of a VR job interview simulation and feedback framework that can enable solo situational practice of gaze and common interview questions. En ligne : https://doi.org/10.1016/j.rasd.2024.102494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Virtual Reality Social Cognition Training for Young Adults with High-Functioning Autism / Michelle R. KANDALAFT in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.34-44 Titre : Virtual Reality Social Cognition Training for Young Adults with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Michelle R. KANDALAFT, Auteur ; Nyaz DIDEHBANI, Auteur ; Daniel C. KRAWCZYK, Auteur ; Tandra T. ALLEN, Auteur ; Sandra B. CHAPMAN, Auteur Article en page(s) : p.34-44 Langues : Anglais (eng) Mots-clés : Virtual reality  Autism  Asperger  Intervention  Treatment  Adult Index. décimale : PER Périodiques Résumé : Few evidence-based social interventions exist for young adults with high-functioning autism, many of whom encounter significant challenges during the transition into adulthood. The current study investigated the feasibility of an engaging Virtual Reality Social Cognition Training intervention focused on enhancing social skills, social cognition, and social functioning. Eight young adults diagnosed with high-functioning autism completed 10 sessions across 5 weeks. Significant increases on social cognitive measures of theory of mind and emotion recognition, as well as in real life social and occupational functioning were found post-training. These findings suggest that the virtual reality platform is a promising tool for improving social skills, cognition, and functioning in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1544-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Virtual Reality Social Cognition Training for Young Adults with High-Functioning Autism [Texte imprimé et/ou numérique] / Michelle R. KANDALAFT, Auteur ; Nyaz DIDEHBANI, Auteur ; Daniel C. KRAWCZYK, Auteur ; Tandra T. ALLEN, Auteur ; Sandra B. CHAPMAN, Auteur . - p.34-44. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.34-44 Mots-clés : Virtual reality  Autism  Asperger  Intervention  Treatment  Adult Index. décimale : PER Périodiques Résumé : Few evidence-based social interventions exist for young adults with high-functioning autism, many of whom encounter significant challenges during the transition into adulthood. The current study investigated the feasibility of an engaging Virtual Reality Social Cognition Training intervention focused on enhancing social skills, social cognition, and social functioning. Eight young adults diagnosed with high-functioning autism completed 10 sessions across 5 weeks. Significant increases on social cognitive measures of theory of mind and emotion recognition, as well as in real life social and occupational functioning were found post-training. These findings suggest that the virtual reality platform is a promising tool for improving social skills, cognition, and functioning in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1544-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both / Cynthia BOO in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983 Titre : Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur Article en page(s) : p.2970-2983 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology  Autism Spectrum Disorder/psychology  Child  Comorbidity  Humans  Language  Virtual Reality  Attention deficit/hyperactivity disorder  Autism spectrum disorder  Conversational context  Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both [Texte imprimé et/ou numérique] / Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur . - p.2970-2983. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983 Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology  Autism Spectrum Disorder/psychology  Child  Comorbidity  Humans  Language  Virtual Reality  Attention deficit/hyperactivity disorder  Autism spectrum disorder  Conversational context  Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review / Anders DECHSLING in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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An intervention for fears and phobias in young people with autism spectrum disorders using flat screen computer-delivered virtual reality and cognitive behaviour therapy / Morag MASKEY in Research in Autism Spectrum Disorders, 59 (March 2019)  

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Bimodal Virtual Reality Stroop for Assessing Distractor Inhibition in Autism Spectrum Disorders / Thomas D. PARSONS in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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Can Youth with Autism Spectrum Disorder Use Virtual Reality Driving Simulation Training to Evaluate and Improve Driving Performance? An Exploratory Study / Daniel J. COX in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

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Detecting social information processing profiles of boys with aggressive behavior problems: An interactive virtual reality approach / Anouk VAN DIJK ; Sander THOMAES ; Esmée E. VERHULP ; Maaike M. VAN REST ; Bram O. DE CASTRO in Development and Psychopathology, 35-4 (October 2023)  

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