Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

TLDR

The study investigates the implementation and effects of a virtual‑reality social interaction program on interaction and communication performance in children with high‑functioning autism. Using a multiple‑baseline across‑subjects design, data were collected through behavioral observation, questionnaires, and interviews. Participants showed improved responding, initiation, greeting, and positive conversation‑ending, and higher social competence scores, while the study also identified key themes for adapting VR learning environments for special‑needs learners. Keywords: autism, multiple‑baseline across‑subjects design, social interaction training, virtual reality.

Abstract

ABSTRACT Employing the multiple-baseline across-subjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs. Keywords: autismmultiple-based across-subjects designsocial interaction trainingvirtual reality