Nothing Special   »   [go: up one dir, main page]

Skip to main content

Advertisement

Log in

Designing virtual reality tools for students with Autism Spectrum Disorder: A systematic review

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Nowadays, technology plays a fundamental role in the development of daily life activities. In this regard, there is an increase in disciplines that have used technologies, with educational fields standing out above all. Within education, there are a series of emerging technologies that are increasingly implemented in the classroom. Emerging technologies are also well aligned to autistic students and their specific learning and cognitive preferences. Therefore, the aim of this review is to carry out a systematic and thematic review on the application of Virtual reality (VR) in teaching and learning environments for autistic students during the period 1996–2021. Our analysis located a sample of 38 documents obtained from the WEB of Science and Scopus based on following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidance. Our results highlight that much of the research was focused on areas of emotional recognition and social skills development. In addition, we found that when activities were interactive and realistic within the VR environments, the acceptance of this tool was improved for this specific population.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Abidin, R. R. (1990). Parenting Stress Index (PSI) (Vol. 100). Pediatric Psychology Press.

    Google Scholar 

  • Adjorlu, A., Høeg, E. R., Mangano, L., & Serafin, S. (2017). Daily living skills training in virtual reality to help children with autism Spectrum disorder in a real shopping scenario. In Mixed and augmented reality (ISMARAdjunct), 2017 IEEE international symposium on (pp. 294–302). IEEE.

    Chapter  Google Scholar 

  • Alcorn, A., Pain, H., Rajendran, G., Smith, T., Lemon, O., Porayska-Pomsta, K., Foster, M. E., Avramides, K., Frauenberger, C., & Bernardini, S. (2011). Social communication between virtual characters and children with autism. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial intelligence in education; lecture notes in computer science (pp. 7–14). Springer.

    Google Scholar 

  • Alnajjar, F., Cappuccio, M., Renawi, A., Mubin, O., & Kiong, C. (2021). Personalized robot interventions for Autistic children: An automated methodology for attention assessment. International Journal of Social Robotics, 13(1), 67–82. https://doi.org/10.1007/s12369-020-00639-8

    Article  Google Scholar 

  • Amaral, C., Mouga, S., Simões, M., Pereira, H. C., Bernardino, I., Quental, H., Playle, R., McNamara, R., Oliveira, G., & CasteloBranco, M. (2018). A feasibility clinical trial to improve social attention in autistic spectrum disorder (ASD) using a brain computer interface. Frontiers in Neuroscience, 12, 477. https://doi.org/10.3389/fnins.2018.00477

    Article  Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders ((5th ed.) ed.). American Psychiatric Association.

    Book  Google Scholar 

  • Babu, P. R. K., & Lahiri, U. (2020). Multiplayer interaction platform with gaze tracking for individuals with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 28(11), 2443–2450. https://doi.org/10.1109/TNSRE.2020.3026655

    Article  Google Scholar 

  • Babu, P. R. K., Oza, P., & Lahiri, U. (2018). Gaze-sensitive virtual reality based social communication platform for individuals with autism. IEEE Transactions on Affective Computing, 9(4), 450–462. https://doi.org/10.1109/TAFFC.2016.2641422

    Article  Google Scholar 

  • Bai, Z., Blackwell, A. F., & Coulouris, G. (2015). Using augmented reality to elicit pretend play for children with autism. IEEE Transactions on Visualization and Computer Graphics, 21, 598–610.

    Article  Google Scholar 

  • Bangor, A., Kortum, P., & Miller, J. (2009). Determining what individual SUS scores mean: Adding an adjective rating scale. Journal of Usability Studies, 4(3), 114–123.

    Google Scholar 

  • Banire, B., Al Thani, D., Qaraqe, M., Mansoor, B., & Makki, M. (2021). Impact of mainstream classroom setting on attention of children with autism spectrum disorder: An eye-tracking study. Universal Access in the Information Society, 20, 785–795. https://doi.org/10.1007/s10209-020-00749-0

    Article  Google Scholar 

  • Beach, J., & Wendt, J. (2016). Using virtual reality to help students with social interaction skills. Journal of the International Association of Special Education, 16(1), 26–33.

    Google Scholar 

  • Bekele, E., Zheng, Z., Swanson, A., Crittendon, J., Zachary, W., & Sarkar, N. (2013). Understanding how adolescents with autism respond to facial expressions in virtual reality environments. IEEE Transactions on Visualization and Computer Graphics, 19(4), 711–720. https://doi.org/10.1109/TVCG.2013.42

    Article  Google Scholar 

  • Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of Autism and Developmental Disorders, 44, 1641–1650.

    Article  Google Scholar 

  • Bekele, E., Wade, J., Bian, D., Fan, J., Swanson, A., Warren, Z., & Sarkar, N. (2016). Multimodal adaptive social interaction in virtual environment (MASI-VR) for children with autism spectrum disorders (ASD). In Virtual reality (VR) (pp. 121–130). IEEE.

    Google Scholar 

  • Bellani, M., Fornasari, L., Chittaro, L., & Brambilla, P. (2011). Virtual reality in autism: State of the art. Epidemiology and Psychiatric Science, 20(1), 235–238. https://doi.org/10.1017/s2045796011000448

    Article  Google Scholar 

  • Bellini, S., & Peters, J. K. (2008). Social skills training for youth with autism spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 17(4), 857–873.

    Article  Google Scholar 

  • Beltran, O. (2005). Revisiones sistemáticas de la literatura. Revista Colombiana De Gaestroenterología, 20(1), 60–69.

    Google Scholar 

  • Bernardini, S., Porayska-Pomsta, K., & Smith, T. J. (2014). ECHOES: An intelligent serious game for fostering social communication in children with autism. Information Sciences, 264, 41–60. https://doi.org/10.1016/j.ins.2013.10.027

    Article  Google Scholar 

  • Bian, D., Wade, J. W., Zhang, L., Bekele, E., Swanson, A., Crittendon, J. A., Sarkar, M., Warren, Z., & Sarkar, N. (2013). A novel virtual reality driving environment for autism intervention. In C. Stephanidis & M. Antona (Eds.), Universal access in human computer interaction. User and context diversity (Vol. 8010, pp. 474–483). Springer. https://doi.org/10.1007/978-3-642-39191-0_52

    Chapter  Google Scholar 

  • Bian, D., Wade, J., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2019). Design of a physiology-based adaptive virtual reality driving platform for individuals with ASD. ACM Transactions on Accessible Computing, 12(1), 1–24.

    Article  Google Scholar 

  • Bossavit, B., & Parsons, S. (2018). Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study. Journal of Computer Assisted Learning, 34(3), 293–305.

    Article  Google Scholar 

  • Bozgeyikli, L., Bozgeyikli, E., Raij, A., Alqasemi, R., Katkoori, S., & Dubey, R. (2017). Vocational rehabilitation of individuals with autism Spectrum disorder with virtual reality. ACM Transactions on Accessible Computing, 10(2), 1–27. https://doi.org/10.1145/3046786

    Article  Google Scholar 

  • Bozgeyikli, L., Raij, A., Katkoori, S., & Alqasemi, R. (2018). A survey on virtual reality for individuals with autism spectrum disorder: Design considerations. IEEE Transactions on Learning Technologies, 11(2), 133–151. https://doi.org/10.1109/TLT.2017.2739747

    Article  Google Scholar 

  • Bradley, R., & Newbutt, N. (2018). Autism and virtual reality head-mounted displays: A state-of-the-art systematic review. Journal of Enabling Technologies, 12(3), 101–113. https://doi.org/10.1108/JET-01-2018-0004

    Article  Google Scholar 

  • Brosnan, M., Johnson, H., Grawmeyer, B., Chapman, E., & Benton, L. (2015). Emotion recognition in animated compared to human stimuli in adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(6), 1785–1796. https://doi.org/10.1007/s10803-014-2338-9

    Article  Google Scholar 

  • Burke, S. L., Bresnahan, T., Li, T., Epnere, K., Rizzo, A., Partin, M., Ahlness, R. M., & Trimmer, M. (2018). Using virtual interactive training agents (ViTA) with adults with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 48(3), 905–912. https://doi.org/10.1007/s10803-017-3374-z

    Article  Google Scholar 

  • Burke, S. L., Li, T., Grudzien, A., & Garcia, S. (2020). Brief report: Improving employment interview self-efficacy among adults with autism and other developmental disabilities using virtual interactive training agents (ViTA). Journal of Autism and Developmental Disorders, 51, 741–748. https://doi.org/10.1007/s10803-020-04571-8

    Article  Google Scholar 

  • Cai, Y., Chia, N. K., Thalmann, D., Kee, N. K., Zheng, J., & Thalmann, N. M. (2013). Design and development of a virtual Dolphinarium for children with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21, 208–217.

    Article  Google Scholar 

  • Cardona-Arias, D., Becerra, J., & Rodríguez, D. (2017). Análisis bibliométrico sobre direccionamiento de los estudios en Riesgos Financieros. Revista Espacios, 38(59), 2.

    Google Scholar 

  • Cavanagh, S. (1997). Content analysis: Concepts, methods and applications. Nurse Researcher, 4, 5–16.

    Google Scholar 

  • Chen, C. H., Lee, I. J., & Lin, L. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477–485.

    Article  Google Scholar 

  • Chen, F., Wang, L., Peng, G., Yan, N., & Pan, X. (2019). Development and evaluation of a 3-D virtual pronunciation tutor for children with autism spectrum disorders. PLoS One, 14(1), e0210858. https://doi.org/10.1371/journal.pone.0210858

    Article  Google Scholar 

  • Cheng, Y., & Hong, S. (2014). Learning impacts of using data glove and stereoscopic projection with virtual environment for enhancing the social etiquettes in autistic Spectrum conditions. In 2014 IEEE 14th international conference on advanced learning technologies (pp. 586–589). https://doi.org/10.1109/ICALT.2014.171

  • Cheng, Y. F., & Huang, R. W. (2012). Using virtual reality environment to improve joint attention associated with pervasive developmental disorder. Research in Developmental Disabilities, 33(6), 2141–2152. https://doi.org/10.1016/j.ridd.2012.05.023

    Article  Google Scholar 

  • Cheng, Y. F., & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment - the pilot study. Computers & Education, 54(4), 1068–1077. https://doi.org/10.1016/j.compedu.2009.10.011

    Article  Google Scholar 

  • Cheng, Y. F., Chiang, H. C., Ye, J., & Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education, 55(4), 1449–1458. https://doi.org/10.1016/j.compedu.2010.06.008

    Article  Google Scholar 

  • Cheng, Y., Huang, C.-L., & Yang, C.-S. (2015). Using a 3D immersive virtual environment system to enhance social understanding and social skills for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(4), 222–236. https://doi.org/10.1177/1088357615583473

    Article  Google Scholar 

  • Connelly, L. (2020). Inclusion and exclusion criteria. Medsurg Nursing, 29(2), 125.

    Google Scholar 

  • Constantino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., Brophy, S. L., & Reich, W. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of Autism and Developmental Disorders, 33(4), 427–433.

    Article  Google Scholar 

  • Cook, D., Sackett, D., & Spitzer, W. (1995). Methodological guidelines for systematic reviews of randomized control trials in health care from the Postdam consultation on Meta-Analysis. Journal of Clinical Epidemiology, 48(1), 167–171. https://doi.org/10.1016/0895-4356(94)00172-m

    Article  Google Scholar 

  • Corbett, B. A., Shickman, K., & Ferrer, E. (2008). Brief report: The effects of Tomatis sound therapy on language in children with autism. Journal of Autism and Developmental Disorders, 38(3), 562–566.

    Article  Google Scholar 

  • Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1899877

  • Crowell, C., Mora-Guiard, J., & Pares, N. (2019). Structuring collaboration: Multi-user full-body interaction environments for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 96–110. https://doi.org/10.1016/j.rasd.2018.11.003

    Article  Google Scholar 

  • Dakduk, S., & González, A. (2018). Analyzing academic performance using systematic literature review. SAGE Research Methods Cases. https://doi.org/10.4135/9781526447340

  • Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x

    Article  Google Scholar 

  • De Luca, R., Leonardi, S., Portaro, S., Le Cause, M., De Domenico, C., Valentiana, P., Pranio, F., Bramanti, P., & Salvatore, R. (2021). Innovative use of virtual reality in Autism Spectrum Disorder: A case-study. Applied Neuropsychology: Child, 10(1), 90–100. https://doi.org/10.1080/21622965.2019.161096

    Article  Google Scholar 

  • Dechsling, A., Orm, S., Kalandadze, T., Sütterlin, S., Øien, R. A., Shic, F., & NordahlHansen, A. (2021). Virtual and augmented reality in social skills interventions for individuals with autism Spectrum disorder: Aa scoping review. Journal of Autism and Developmental Disorders, 111(1), 1–16. https://doi.org/10.1007/s10803-021-05338-5

    Article  Google Scholar 

  • Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62, 703–711. https://doi.org/10.1016/j.chb.2016.04.033

    Article  Google Scholar 

  • Dixon, D. R., Miyake, C. J., Nohelty, K., Novack, M. N., & Granpeesheh, D. (2019). Evaluation of an immersive virtual reality safety training used to teach pedestrian skills to children with autism spectrum disorder. Behavior Analysis in Practice, 13(3), 631–640. https://doi.org/10.1007/s40617-019-00401-1

    Article  Google Scholar 

  • Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Pearson Assessments.

    Google Scholar 

  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

    Article  Google Scholar 

  • Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using augmented reality to help children with autism stay focused. IEEE Pervasive Computing, 13, 38–46.

    Article  Google Scholar 

  • Finkelstein, S., Barnes, T., Wartell, Z., & Suma, E. A. (2016). Evaluation of the exertion and motivation factors of a virtual reality exercise game for children with autism. IEEE Virtual Reality, 11–16.

  • Frolli, A., Bosco, A., Lombardi, A., Di Carmine, F., Marzo, F., Rega, A., & Ricci, M. C. (2021). Asperger's and virtual reality. In proceedings of the First Workshop on Technology Enhanced Learning Environments for Blended Education (teleXbe2021) (pp. 1–9). CEUR: USA.

    Google Scholar 

  • Frolli, A., Savarese, G., Di Carmine, F., Bosco, A., Saviano, E., Rega, A., Carotenuto, M., & Ricci, M. C. (2022). Children on the autism Spectrum and the use of virtual reality for supporting social skills. Children, 9(2), 1–13. https://doi.org/10.3390/children9020181

    Article  Google Scholar 

  • Gardner, H. (1971). Children’s duplication of rhythmic patterns. Journal of Research in Music Education, 19(3), 355–360.

    Article  Google Scholar 

  • Garon, M., Forgeotd’Arc, B., Lavallé, M., Estay, E., & Beauchamp, M. (2018). Visual Encoding of social cues contributes to moral reasoning in Autism Spectrum Disorder: An eye-tracking study. Frontiers in Human Neuroscience, 12(409), 1–14. https://doi.org/10.3389/fnhum.2018.00409

    Article  Google Scholar 

  • Gilliam, J. E. (1995). Gilliam autism rating scale: Examiner’s manual. ProEd https://www.worldcat.org/title/gilliam-autism-rating-scale-examiners-manual/oclc/50571813

    Google Scholar 

  • Gioia, G. A., & Isquith, P. K. (2011). Behavior rating inventory for executive functions. In Encyclopedia of clinical neuropsychology (pp. 372–376). Springer.

    Chapter  Google Scholar 

  • Giraud, T., Ravenet, B., Dang, C., Nadel, J., Prigent, E., Poli, G., Andre, E., & Martin, J. (2021). “Can you help me move this over there?”: Training children with ASD to joint action through tangible interaction and virtual agent. In Proceeding of the fifteenth international conference on tangible and emboided interaction (pp. 1–12). ACMLibrary.

    Google Scholar 

  • Glaser, N., & Schmidt, M. (2021). Systematic literature review of virtual reality intervention design patterns for individuals with Autism Spectrum Disorders. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2021.1970433

  • Grossi, E., Caminada, E., Goffredo, M., Vescovo, B., Castrignano, T., Piscitelli, D., Valagussa, G., Franceschini, M., & Vanzulli, F. (2021). Patterns of restricted and repetitive behaviors in Autism Spectrum Disorders: A cross-sectional video recording study. Preliminary Report. Brain Sciences, 11(6), 1–13. https://doi.org/10.3390/brainsci11060678

    Article  Google Scholar 

  • Haas, A., Vannest, K., Thompson, J., Fuller, M., & Wattanawongwan, S. (2020). Peer mediated instruction and academic outcomes for students with Autism Spectrum Disorders: A comparison of quality indicators. Mentoring and Tutoring: Partnership in Learning, 25(5), 625–642.

    Article  Google Scholar 

  • Halabi, O., El-Seoud, S., Aljaam, J., Alpona, H., & Al-Hassan, D. (2017). Immersive virtual reality in improving communication skills in children with autism. International Journal of interactive mobile technologies, 11(2), 146–158. https://doi.org/10.3991/ijim.v11i2.6555

    Article  Google Scholar 

  • Herrero, J., & Lorenzo, G. (2020). An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving. Education and Information Technologies, 25(1), 1689–1722. https://doi.org/10.1007/s10639-019-10050-0

    Article  Google Scholar 

  • Ip, H., Wong, S., Chan, D., Byrne, J., Li, C., Yuan, V. S., Lau, K. S., & Wong, J. Y. (2016). Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). In Proceedings of the international conference on blending learning (pp. 94–102). Cham.

    Google Scholar 

  • Ip, H., Lai, C., Wong, S., Tsui, J., Li, R., Lau, K., & Chan, D. (2017). Visual attention in children with autism spectrum disoder: A comparision between 2D and 3-D environment. Cogent Education, 4(1), 1–13. https://doi.org/10.1080/2331186X.2017.1307709

    Article  Google Scholar 

  • Ip, H., Wong, S., Chan, D., Bryne, J., Li, C., Yuan, V., Lau, K., & Wong, J. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorders: A virtual reality enabled approach. Computers & Education, 117(1), 1–15. https://doi.org/10.1016/j.compedu.2017.09.010

    Article  Google Scholar 

  • Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., & McIntyre, N. (2013). Social attention in a virtual public speaking task in higher functioning children with autism. Autism Research: Official Journal of the International Society for Autism Research, 6, 393–410. https://doi.org/10.1002/aur.1302

    Article  Google Scholar 

  • Jyoti, V., & Lahiri, U. (2020). Virtual reality based joint attention task platform for children with autism. IEEE Transactions on Learning Technologies, 13(1), 198–210. https://doi.org/10.1109/TLT.2019.2912371

    Article  Google Scholar 

  • Kandalaft, M. R., Didehbani, N., Krawczyk, D., Allen, T., & Chapman, S. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43, 34–44. https://doi.org/10.1007/s10803-012-1544-6

    Article  Google Scholar 

  • Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high-functioning autism. The Journal of Educational Research, 106(6), 441–461. https://doi.org/10.1080/00220671.2013.832999

    Article  Google Scholar 

  • Ke, F., & Lee, S. (2015). Virtual reality based collaborative design by children with high-functioning autism: Design-based flexibility, identity, and norm construction. Interactive Learning Environments, 24, 1511–1533.

    Article  Google Scholar 

  • Ke, F., & Lee, S. (2016). Virtual reality based collaborative design by children with high-functioning autism: Design-based flexibility, identity, and norm construction. Interactive Learning Environments, 24(7), 1–23. https://doi.org/10.1080/10494820.2015.1040421

    Article  Google Scholar 

  • Ke, F., & Moon, J. (2018). Virtual collaborative gaming as social skills training for high functioning autistic children. British Journal of Educational Technology, 49(4), 728–741. https://doi.org/10.1111/bjet.12626

    Article  Google Scholar 

  • Ke, F., Im, T., Xue, X., Xu, X., Kim, N., & Lee, S. (2015). Experience of adult facilitators in a virtual-reality-based social interaction program for children with autism. Journal of Special Education, 48(4), 290–300. https://doi.org/10.1177/0022466913498773

    Article  Google Scholar 

  • Ke, F., Moon, J., & Sokolikj, Z. (2020). Virtual reality–based social skills training for children with autism Spectrum disorder. Journal of Special Education Technology, 1–14. https://doi.org/10.1177/0162643420945603

  • Kim, K., Rosenthal, M. Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., Swain, L., Solomon, M., & Mundy, P. (2015). A virtual joy-stick study of emotional responses and social motivation in children with autism Spectrum disorder. Journal of Autism and Developmental Disorders, 45, 3891–3899.

    Article  Google Scholar 

  • Koirala, A., Yu, Z., Schiltz, H., Van Hecke, A., Koth, K., & Zheng, Z. (2019). An exploration of using virtual reality to assess the sensory abnormalities in children with autism Spectrum disorder. In Proceedings of the 18th international conference on interaction design and children (pp. 293–300). USA.

    Google Scholar 

  • Laffey, J., Schmidt, M., Galyen, K., & Stichter, J. (2012). Smart 3D collaborative virtual learning environments: A preliminary framework. Journal of Ambient Intelligence and Smart Environments, 4(1), 49–66. https://doi.org/10.3233/AIS-2011-0128

    Article  Google Scholar 

  • Laffey, J. M., Stichter, J., & Galyen, K. (2014). Distance learning for students with special needs through 3D virtual learning. International Journal of Virtual and Personal Learning Environments, 5(2), 15–27. https://doi.org/10.4018/ijvple.2014040102

    Article  Google Scholar 

  • Lamash, L., Klinger, E., & Josman, N. (2017). Using a virtual supermarket to promote independent functioning among adolescents with autism Spectrum disorder. In Proceedings of the 2017 international conference on virtual rehabilitation (pp. 1–7). Washington, DC.

    Google Scholar 

  • Lorenzo, G., Pomares, J., & Lledó, A. (2013). Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome. Computers & Education, 62(1), 88–101. https://doi.org/10.1016/j.compedu.2012.10.028

    Article  Google Scholar 

  • Lorenzo, G., Lledó, A., Pomares, J., & Roig-Vila, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Computers and Education, 98(1), 192–205. https://doi.org/10.1016/j.compedu.2016.03.018

    Article  Google Scholar 

  • Lu, A., Chan, S., Cai, Y., Huang, L., Nay, Z., & Goei, S. (2018). Learning through VR gaming with virtual pink dolphins for children with ASD. Interactive Learning Environments, 26(6), 718–729. https://doi.org/10.1080/10494820.2017.1399149

    Article  Google Scholar 

  • Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., et al. (2021). Prevalence and characteristics of Autism Spectrum Disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2018. MMWR Surveillance Summaries, 70(11).

  • Mak, G., & Zhao, L. (2020). A systematic review: The application of virtual reality on the skill-specific performance in people with ASD. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1811733

  • Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervas, A., & Pares, N. (2017). An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, 535–549. https://doi.org/10.1016/j.chb.2016.01.018

    Article  Google Scholar 

  • Manju, T., Padmavathi, S., & Tamilselvi, D. (2018). A rehabilitation therapy for autism Spectrum disorder using virtual reality. In G. Venkataramani, K. Sankaranarayanan, S. Mukherjee, K. Arputharaj, & S. Sankara Narayanan (Eds.), Smart secure systems—IoT and analytics perspective, 1st ed (pp. 328–336). Springer.

    Google Scholar 

  • Masi, A., De Mayo, M. M., Glozier, N., & Guastella, A. J. (2017). An overview of Autism Spectrum Disorder, heterogeneity, and treatment options. Neuroscience Bulletin, 33N(2), 183–193. https://doi.org/10.1007/s12264-017-0100-y

    Article  Google Scholar 

  • Maskey, M., Lowry, J., Rodgers, J., McConachie, H., & Parr, J. R. (2014). Reducing specific phobia/fear in young people with autism spectrum disorders (ASDs) through a virtual reality environment intervention. PLoS One, 9(7), e100374. https://doi.org/10.1371/journal.pone.0100374

    Article  Google Scholar 

  • Maskey, M., McConachie, H., Rodgers, J., Grahame, V., Maxwell, J., Tavernor, L., & Parr, J. R. (2019a). An intervention for fears and phobias in young people with autism spectrum disorders using flat screen computer delivered virtual reality and cognitive behaviour therapy. Research in Autism Spectrum Disorders, 59, 58–67. https://doi.org/10.1016/j.rasd.2018.11.005

    Article  Google Scholar 

  • Maskey, M., Rodgers, J., Grahame, V., Glod, M., Honey, E., Kinnear, J., Labus, M., Milne, J., Minos, D., McConachie, H., & Parr, J. R. (2019b). A randomised controlled feasibility trial of immersive virtual reality treatment with cognitive behaviour therapy for specific phobias in young people with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(5), 1912–1927. https://doi.org/10.1007/s10803-018-3861

    Article  Google Scholar 

  • Maskey, M., Rodgers, J., Ingham, B., Freeston, M., Evans, G., Labus, M., & Parr, J. R. (2019c). Using virtual reality environments to augment cognitive behavioral therapy for fears and phobias in autistic adults. Autism Adulthood, 1(2), 134–145. https://doi.org/10.1089/aut.2018.0019

    Article  Google Scholar 

  • McCain, G. (1988). Content analysis: A method for studying clinical nursing problems. Applied Nursing Research, 1(3), 146–150.

    Article  Google Scholar 

  • Mcgowan, J., McGregor, I., & Leplatre, G. (2021). Evaluation of the use of real-time 3D graphics to augment therapeutic music sessions for young people on the autism Spectrum. ACM Transactions on Accessible Computing, 14(1), 1–41. https://doi.org/10.1145/3445032

    Article  Google Scholar 

  • Meindl, J. N., Saba, S., Gray, M., Stuebing, L., & Jarvis, A. (2019). Reducing blood draw phobia in an adult with autism spectrum disorder using low-cost virtual reality exposure therapy. Journal of Applied Research in Intellectual Disabilities, 32(6), 1446–1452. https://doi.org/10.1111/jar.12637

    Article  Google Scholar 

  • Melo, C., Ruano, L., Jorge, J., Ribeiro, T., Oliveira, G., Azevedo, L., & Temudo, T. (2020). Prevalence and determinants of motor stereotypies in autism spectrum disorder: A systematic review and meta-analysis. Autism, 24(1), 569–590. https://doi.org/10.1177/1362361319869118

    Article  Google Scholar 

  • Mesa-Gresa, P., Gil-Gómez, H., Lozano-Quilis, J. A., & Gil-Gómez, J. A. (2018). Effectiveness of virtual reality for children with autism spectrum disorders: An evidence-based systematic review. Sensors, 18(8), 1–15. https://doi.org/10.3390/s18082486

    Article  Google Scholar 

  • Milne, M., Luerssen, M. H., Lewis, T. W., Leibbrandt, R. E., & Powers, D. M. W. (2010). Development of a virtual agent based social tutor for children with autism spectrum disorders. In Proceedings of the 2010 international joint conference on neural networks (IJCNN) (pp. 1–9). https://doi.org/10.1109/IJCNN.2010.5596584

    Chapter  Google Scholar 

  • Milne, M., Raghavendra, P., Leibbrandt, R., & Ward, D. (2018). Personalisation and automation in a virtual conversation skills tutor for children with autism. Journal on Multimodal User Interfaces, 12, 257–269. https://doi.org/10.1007/s12193-018-0272-4

    Article  Google Scholar 

  • Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589–600. https://doi.org/10.1007/s10803-006-0189-8

    Article  Google Scholar 

  • Modugumudi, Y., Santhosh, J., & Anand, S. (2013). Efficacy of collaborative virtual environment intervention programs in emotion expression of children with autism. Journal on Multimodal User Interfaces, 3, 321–325.

    Google Scholar 

  • Moher, D., Schulz, K., & Altman, D. (2001). The CONSORT statement: Revised recommendations for improving the quality of parallel-group randomized trials. JMA, 285(1), 1987–1991. https://doi.org/10.1016/S0140-6736(01)05727-0

    Article  Google Scholar 

  • Moon, J., & Ke, F. F. (2019). Exploring the treatment integrity of virtual reality-based social skills training for children with high functioning autism. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1613665

  • Moon, J., & Ke, F. (2021). Exploring the treatment integrity of virtual reality-based social skills training for children with high functioning autism. Interactive Learning Environments, 29(6), 939–953. https://doi.org/10.1080/10494820.2019.1613665

    Article  Google Scholar 

  • Moon, J., Ke, F., & Sokolikj, Z. (2020). Automatic assessment of cognitive and emotional states in virtual reality based flexibility training for four adolescents with autism. British Journal of Educational Technology, 51(5), 1766–1784. https://doi.org/10.1111/bjet.13005

    Article  Google Scholar 

  • Mosher, M., Carreon, A., Graig, S., & Ruhter, L. (2021). Immersive Technology to teach social skills to students with Autism Spectrum Disorder: A literature review. Review Journal of Autism Spectrum Disorder. https://doi.org/10.1007/s40489-021-00259-6

  • Mundy, P., Kim, K., McIntyre, N., Lerro, L., & Jarrold, W. (2016). Brief report: Joint attention and information processing in children with higher functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(7), 2555–2560.

    Article  Google Scholar 

  • Naranjo, C., Ortiz, J., Álvarez, J., Sánchez, J., Tamayo, V., Acosta, F., Proaño, L., & Andaluz, V. (2017). Teaching process for children with autism in virtual reality environments. In ICETC 2017: Proceedings of the 2017 9th international conference on education technology and computers (pp. 44–45). ACM Library.

    Google Scholar 

  • Newbutt, N., Sung, C., Kuo, H. J., Leahy, M. J., Lin, C. C., & Tong, B. (2016). Brief report: A pilot study of the use of a virtual reality headset in autism populations. Journal of Autism and Developmental Disorders, 46(9), 3166–3176.

    Article  Google Scholar 

  • Newbutt, N., Bradley, R., & Conley, I. (2020). Using virtual reality head-mounted displays in schools with autistic children: Views, experiences, and future directions. Cyberpsychology, Behavior, and Social Networking, 23(1), 23–33. https://doi.org/10.1089/cyber.2019.0206

    Article  Google Scholar 

  • Nikula, E., Pihlaja, P., & Tapio, P. (2021). Visions of an inclusive school- preferred futures by special education teacher students. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1956603

  • Page, M., & Moher, D. (2017). Evaluations of the uptake and impact of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) Statement and extensions: A scoping review. Systematic Reviews, 6(1), 263. https://doi.org/10.1186/s13643-017-0663-8

    Article  Google Scholar 

  • Parsons, S. (2015). 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, 28–38. https://doi.org/10.1016/j.ijcci.2015.12.002

    Article  Google Scholar 

  • Parsons, S. (2016). Authenticity in virtual reality for assessment and intervention in autism: A conceptual review. Educational Research Review, 19(1), 138–157. https://doi.org/10.1016/j.edurev.2016.08.001

    Article  Google Scholar 

  • Parsons, S., & 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), 355–366. https://doi.org/10.1080/08856257.2011.593831

    Article  Google Scholar 

  • Parsons, S., Leonard, A., & Mitchell, P. (2006). Virtual environments for social skills training: Comments from two adolescents with autistic spectrum disorder. Computers and Education, 47(2), 186–206. https://doi.org/10.1016/j.compedu.2004.10.003

    Article  Google Scholar 

  • Polit, D., & Beck, C. (2004). Nursing research. Principles and methods. Lippincott Williams & Wilkins.

    Google Scholar 

  • Porayska-Pomsta, K., Keay-Bright, W., Kossyvaki, L., Lemon, O., Mademtzi, M., Menzies, R., Pain, H., Rajendran, G., Waller, A., Wass, S., Smith, T. J., Alcorn, A. M., Avramides, K., Beale, S., Bernardini, S., Foster, M. E., Frauenberger, C., Good, J., & Guldberg, K. (2018). Blending human and artificial intelligence to support autistic Children’s social communication skills. ACM Transactions on Computer-Human Interaction., 25(6), 1–35. https://doi.org/10.1145/3271484

    Article  Google Scholar 

  • Ravindran, V., Osgood, M., Sazawal, V., Solorzano, R., & Turnacioglu, S. (2019). Virtual reality support for joint attention using the foreo joint attention module: Usability and feasibility pilot study. JMIR Pediatrics and Parenting, 2(2), e14429. https://doi.org/10.2196/14429

    Article  Google Scholar 

  • Rudovic, O., Lee, J., Dai, M., Schuller, B., & Picard, R. (2018). Personalized machine learning for robot perception of affect and engagement in autism therapy. Science Robotics, 3(19), 1–11. https://doi.org/10.1126/scirobotics.aao6760

    Article  Google Scholar 

  • Russo-Ponsaran, N. M., Evans-Smith, B., Johnson, J., Russo, J., & McKown, C. (2016). Efficacy of a facial emotion training program for children and adolescents with autism spectrum disorders. Journal of Nonverbal Behavior, 40(1), 13–38. https://doi.org/10.1007/s10919-015-0217-5

    Article  Google Scholar 

  • Rutten, A., Cobb, S., Neale, H., Keer, S., Leonard, A., Parsons, S., & Mitchell, P. (2003). The AS interactive project: Single-user and collaborative virtual environments for people with high-functioning autistic spectrum disorders. The Journal of Visualization and Computer Animation, 14(5), 233–241. https://doi.org/10.1002/vis.320

    Article  Google Scholar 

  • Rutter, M., Bailey, A., & Lord, C. (2003). Social Communication Questionnaire (SCQ). Western Psychological Services.

    Google Scholar 

  • Schmidt, M., & Glaser, N. (2021). Investigating the usability and learner experience of a virtual reality adaptive skills intervention for adults with autism spectrum disorder. Educational Technology Research and Development, 69, 1665–1699. https://doi.org/10.1007/s11423-021-10005-8

    Article  Google Scholar 

  • Schmidt, M., Laffey, J. M., Schmidt, C. T., Wang, X., & Stichter, J. (2012). Developing methods for understanding social behavior in a 3D virtual learning environment. Computers in Human Behavior, 28(2), 405–413. https://doi.org/10.1016/j.chb.2011.10.011

    Article  Google Scholar 

  • Schmidt, M., Galyen, K., Laffey, J., Babiuch, R., & Schmidt, C. (2014). Open source software and design-based research symbiosis in developing 3D virtual learning environments: Examples from the iSocial project. Journal of Interactive Learning Research, 25(1), 65–99 http://www.learntechlib.org/p/42085/

    Google Scholar 

  • Schmidt, M., Schmidt, C., Glaser, N., Beck, D., Lim, M., & Palmer, H. (2019). Evaluation of a spherical video based virtual reality intervention designed to teach adaptive skills for adults with autism: A preliminary report. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2019

  • Schmidt, M., Schmidt, C., Glaser, N., Beck, D., Lim, M., & Palmer, H. (2021a). Evaluation of a spherical video based virtual learning intervention to teach adaptive skills for adults with autism: A preliminary report. Interactive Learning Environments, 29(3), 345–364. https://doi.org/10.1080/10494820.2019.1579236

    Article  Google Scholar 

  • Schmidt, M., Newbutt, N., Schmidt, C., & Glaser, N. (2021b). A process-model for minimizing adverse effects when using head mounted display-based virtual reality for individuals with autism. Frontier in Virtual Reality, 2(1), 1–13. https://doi.org/10.3389/frvir.2021.611740

    Article  Google Scholar 

  • Schopler, E., Lansing, M. D., Reichler, R. J., & Marcus, L. M. (2004). Psychoeducational profile third edition (PEP-3). Pro-ed.

    Google Scholar 

  • Self, T., Scudder, R. R., Weheba, G., & Crumrine, D. (2007). A virtual approach to teaching safety skills to children with autism spectrum disorder. Topics in Language Disorders, 27(3), 242–253. https://doi.org/10.1097/01.TLD.0000285358.33545.79

    Article  Google Scholar 

  • Serret, S., Hun, S., Iakimova, G., Lozada, J., Anastassova, M., Santos, A., Vesperini, S., & Askenazy, F. (2014). Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new serious game: A pilot study. Molecular Autism, 5, 37. https://doi.org/10.1186/2040-2392-5-37

    Article  Google Scholar 

  • Shahab, M., Taheri, A., Mokhtari, M., Shariati, A., Heidari, R., Meghdari, A., & Alemi, M. (2022). Utilizing social virtual reality robot (V2R) for music education to children with high-functioning autismEducation and. Information Technologies, 27(1), 819–843. https://doi.org/10.1007/s10639-020-10392-0

    Article  Google Scholar 

  • Simões, M., Bernardes, M., Barros, F., & Castelo-Branco, M. (2018). Virtual travel training for autism spectrum disorder: Proof-ofconcept interventional study. Journal of Medical Internet Research, 20(3), 1–13. https://doi.org/10.2196/games.8428

    Article  Google Scholar 

  • Skarbez, R., Brooks Jr., F., & Whitton, M. C. (2017). A survey of presence and related concepts. ACM Computing Surveys (CSUR), 50(6), 1–39. https://doi.org/10.1145/3134301

    Article  Google Scholar 

  • Smith, M., Ginger, E., Wright, K., Wright, M., Taylor, J., Humm, L., Olsen, D. E., Bell, M. D., & Fleming, M. (2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism & Developmental Disorders, 44(10), 2450–2463. https://doi.org/10.1007/s10803-014-2113-y

    Article  Google Scholar 

  • Spence, S. H. (1995). Social skills questionnaire. In Social skills training: Enhancing social competence with children and adolescents. NFER-Nelson. https://doi.org/10.1017/S1037291100003320

    Chapter  Google Scholar 

  • Stichter, J., Lafey, J., Galyen, K., & Herzog, M. (2014). iSocial: Delivering the social competence intervention for adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism. Journal of Autism & Developmental Disorders, 44(2), 417–430. https://doi.org/10.1007/s10803-013-1881-0

    Article  Google Scholar 

  • Stokes, T., & Osnes, P. (2016). An operant pursuit of generalization – Republished article. Behavior Theraphy, 47(5), 720–732. https://doi.org/10.1016/j.beth.2016.08.012

    Article  Google Scholar 

  • Strickland, D., Marcus, L. M., Mesibov, G. B., & Hogan, K. (1996). Brief report: Two case studies using virtual reality as a learning tool for autistic children. Journal of Autism and Developmental Disorders, 26(6), 651–659.

    Article  Google Scholar 

  • Strickland, D., Coles, C., & Southern, L. (2013). JobTIPS: A transition to employment program for individuals with autism spectrum disorders. Journal of Autism & Developmental Disorders, 43(10), 2472–2483. https://doi.org/10.1007/s10803-013-1881-0

    Article  Google Scholar 

  • Taryadi, B. R., & Kurniawan, I. (2018). The improvement of autism spectrum disorders on children communication ability with PECS method multimedia augmented reality-based. In Y. S. Rahayu, R. Ekawati, A. B. D. Nandiyanto, A. Lukito, & S. C. Wibawa (Eds.), Journal of physics: Conference series, 1st ed (pp. 1–7). IOP Publishing.

    Google Scholar 

  • Thai, E., & Nathan-Roberts, D. (2018). Social skill focuses of virtual reality systems for individuals diagnosed with Autism Spectrum Disorder, a systematic review. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 62(1), 1469–1473. https://doi.org/10.1177/1541931218621333

    Article  Google Scholar 

  • Thiemann-Bourque, K., Brady, N., & Fleming, K. (2012). Symbolic play of preschoolers with severe communication impairments with Autism and other developmental delays: More similarities than differences. Journal of Autism and Developmental Disorders, 42(1), 863–873. https://doi.org/10.1007/s10803-011-1317-7

    Article  Google Scholar 

  • Trepagnier, C. Y., Olsen, D. E., Boteler, L., & Bell, A. B. (2011). Virtual conversation partner for adults with autism. Cyberpsychology, Behavior and Social Networking, 14(1–2), 21–27. https://doi.org/10.1089/cyber.2009.0255

    Article  Google Scholar 

  • Tsai, W. T., Lee, I. J., & Chen, C. H. (2020). Inclusion of third-person perspective in CAVE-like immersive 3D virtual reality role-playing games for social reciprocity training of children with an autism spectrum disorder. Universal Access in the Information Society. https://doi.org/10.1007/s10209-020-00724-9

  • Tsai, W. T., Lee, I. J., & Chen, C. H. (2021). Inclusion of third-person perspective in CAVE-like immersive 3D virtual reality role-playing games for social reciprocity training of children with an autism spectrum disorder. Universal Access in the Information Society, 20, 375–389. https://doi.org/10.1007/s10209-020-00724-9

    Article  Google Scholar 

  • Tu, C., Nurymov, Y., Umirzakova, Z., & Berestova, A. (2021). Building an online educational platform to promote creative and affective thinking in special education. Thinking Skills and Creativity, 40(1), 1–10. https://doi.org/10.1016/j.tsc.2021.100841

    Article  Google Scholar 

  • Uzuegbunam, N., Wong, W. H., Cheung, S. C. S., & Ruble, L. (2018). MEBook: Multimedia social greetings intervention for children with autism spectrum disorders. IEEE Transactions on Learning Technologies, 11(4), 520–535. https://doi.org/10.1109/TLT.2017.2772255

    Article  Google Scholar 

  • Volioti, C., Tsiatsos, T., Mavropoulou, S., & Karagiannidis, C. (2016). VLEs, social stories and children with autism: A prototype implementation and evaluation. Education and Information Technologies, 21(6), 1679–1697. https://doi.org/10.1007/s10639-015-9409-1

    Article  Google Scholar 

  • Wade, J., Zhang, L., Bian, D., Fan, J., Swanson, A., Weitlauf, A., Sarkar, M., Warren, Z., & Sarkar, N. (2016). A gaze-contingent adaptive virtual reality driving environment for intervention in individuals with autism spectrum disorders. ACM Transactions on Interactive Intelligent Systems, 6(1), 1–23. https://doi.org/10.1145/2892636

    Article  Google Scholar 

  • Wade, J., Weitlauf, A., Broderick, N., Swanson, A., Zhang, L., Bian, D., Sarkar, M., Warren, Z., & Sarkar, N. (2017). A pilot study assessing performance and visual attention of teenagers with ASD in a novel adaptive driving simulator; 28756550. Journal of Autism and Developmental Disorders, 47(11), 3405–3417. https://doi.org/10.1007/s10803-017-3261-7

    Article  Google Scholar 

  • Wallace, S., Parsons, S., Westbury, A., White, K., White, K., & Bailey, A. (2010). Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders. Autism, 14(3), 199–213. https://doi.org/10.1177/1362361310363283

    Article  Google Scholar 

  • Wang, M., & Reid, D. (2013). Using the virtual reality-cognitive rehabilitation approach to improve contextual processing in children with autism. Scientific World Journal, 2013, 1–13. https://doi.org/10.1155/2013/716890

    Article  Google Scholar 

  • Wang, X., Laffey, J., Xing, W., Ma, Y., & Stichter, J. (2016). Exploring embodied social presence of youth with autism in 3D collaborative virtual learning environment: A case study. Computers in Human Behavior, 55, 310–321. https://doi.org/10.1016/j.chb.2015.09.006

    Article  Google Scholar 

  • Wang, X., Lafey, J., Xing, W., Galyen, K., & Stichter, J. (2017). Fostering verbal and non-verbal social interactions in a 3D collaborative virtual learning environment: A case study of youth with autism Spectrum disorders learning social competence in iSocial. Educational Technology Research and Development, 65(4), 1015–1039. https://doi.org/10.1007/s11423-017-9512-7

    Article  Google Scholar 

  • Ward, D. M., & Esposito, M. C. K. (2019). Virtual reality in transition program for adults with autism: Self-efficacy, confidence, and interview skills. Contemporary School Psychology, 23(4), 423–431. https://doi.org/10.1007/s40688-018-0195-9

    Article  Google Scholar 

  • Weber, R. (1990). Basic content analysis. Sage Publications.

    Book  Google Scholar 

  • Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of Autism Spectrum Disorders in the second year of life. Journal of Autism and Developmental Disorders, 34(1), 473–493. https://doi.org/10.1007/s10803-004-2544-y

    Article  Google Scholar 

  • White, S. W., Richey, J. A., Gracanin, D., Coffman, M., Elias, R., LaConte, S., & Ollendick, T. H. (2016). Psychosocial and computer-assisted intervention for college students with autism spectrum disorder: Preliminary support for feasibility. Education and Training in Autism and Developmental Disabilities, 51(3), 307–317 http://www.ncbi.nlm.nih.gov/pmc/articles/pmc5241080

    Google Scholar 

  • Yang, Y. J. D., Allen, T., Abdullahi, S. M., Pelphrey, K. A., Volkmar, F. R., & Chapman, S. B. (2018). Neural mechanisms of behavioral change in young adults with high-functioning autism receiving virtual reality social cognition training: A pilot study. Autism Research, 11(5), 713–725. https://doi.org/10.1002/aur.1941

    Article  Google Scholar 

  • Yuan, S. N. V., & Ip, H. H. S. (2018). Using virtual reality to train emotional and social skills in children with autism spectrum disorder. London Journal of Primary Care, 10(4), 110–112. https://doi.org/10.1080/17571472.2018.1483000

    Article  Google Scholar 

  • Zhang, L., Wade, J., Bian, D., Fan, J., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2017). Cognitive load measurement in a virtual reality-based driving system for autism intervention. IEEE Transactions on Affective Computing, 8(2), 176–189. https://doi.org/10.1109/TAFFC.2016.2582490

    Article  Google Scholar 

  • Zhang, L., Fu, Q., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2018a). Design and evaluation of a collaborative virtual environment (CoMove) for autism spectrum disorder intervention. ACM Transactions on Accessible Computing, 11(2), 1–22.

    Article  Google Scholar 

  • Zhang, L., Warren, Z., Swanson, A., Weitlauf, A., & amd Sarkar, N. (2018b). Understanding performance and verbal communication of children with ASD in a collaborative virtual environment. Journal of Autism & Developmental Disorders, 48(8), 2779–2789.

    Article  Google Scholar 

  • Zhao, H., Swanson, A. R., Weitlauf, A. S., Warren, Z. E., & Sarkar, N. (2018). Hand-in-hand: A communication enhancement collaborative virtual reality system for promoting social interaction in children with autism spectrum disorders. IEEE Transactions on Human-Machine Systems, 48(2), 136–148.

    Article  Google Scholar 

Download references

Funding

The author(s) declared having received the following financial support for the research, authorship and/or publication of this article: This work was supported by Programa Estatal de I + D + i Orientado a los Retos de la Sociedad del Ministerio de Ciencia e Innovación Español.[grant number PID2020-112611RB-I00] and Proyecto titled “ La aplicación de la realidad virtual y la robótica en la comunicación e interacción social de alumnado con Trastorno del Espectro Autista”.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Gonzalo G. Lorenzo.

Ethics declarations

Conflict of interest

The authors declare that there is no conflict of interest.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lorenzo, G.G., Newbutt, N.N. & Lorenzo-Lledó, A.A. Designing virtual reality tools for students with Autism Spectrum Disorder: A systematic review. Educ Inf Technol 28, 9557–9605 (2023). https://doi.org/10.1007/s10639-022-11545-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11545-z

Keywords

Navigation