TY - GEN
T1 - A design framework of virtual reality enabled experiential learning for children with autism spectrum disorder
AU - Li, Chen
AU - Ip, Horace Ho Shing
AU - Ma, Po Ke
N1 - Funding Information:
This work was partially supported by the Quality Education Fund of the
Publisher Copyright:
© Springer Nature Switzerland AG 2019.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - Experiential learning is one of the most widely applied learning theories for virtual reality enabled learning, because virtual reality environment, especially immersive virtual reality environment, allows learners to actively experiment and reflectively observe in a safe and authentic environment. Our previous studies have shown that experiential learning could also be applied within a virtual reality learning environment for children with autism spectrum disorder (ASD) in various learning domains. However, there is a lack of in-depth discussion on how to systematically design, engineer and evaluate virtual reality enabled experiential learning activities for children with ASD and other complications (e.g., anxiety disorder, attention deficit hyperactivity disorder (ADHD), etc.). In this paper, we share our experience on applying experiential learning theory on the design of social competence learning in the immersive virtual reality environment for the children ASD, in order to address two fundamental questions. First, how different immersive virtual reality environments, such as the CAVE and head-mounted displays, affect the design of the virtual reality learning scenarios. Second, how the virtual reality learning contents can be designed to facilitate experiential learning in an immersive virtual reality environment for the ASD population. Our small-scale study shows that children with ASD often need facilitation during experiential learning in the immersive virtual reality environment and our design of providing in-VR facilitation can meet their learning needs.
AB - Experiential learning is one of the most widely applied learning theories for virtual reality enabled learning, because virtual reality environment, especially immersive virtual reality environment, allows learners to actively experiment and reflectively observe in a safe and authentic environment. Our previous studies have shown that experiential learning could also be applied within a virtual reality learning environment for children with autism spectrum disorder (ASD) in various learning domains. However, there is a lack of in-depth discussion on how to systematically design, engineer and evaluate virtual reality enabled experiential learning activities for children with ASD and other complications (e.g., anxiety disorder, attention deficit hyperactivity disorder (ADHD), etc.). In this paper, we share our experience on applying experiential learning theory on the design of social competence learning in the immersive virtual reality environment for the children ASD, in order to address two fundamental questions. First, how different immersive virtual reality environments, such as the CAVE and head-mounted displays, affect the design of the virtual reality learning scenarios. Second, how the virtual reality learning contents can be designed to facilitate experiential learning in an immersive virtual reality environment for the ASD population. Our small-scale study shows that children with ASD often need facilitation during experiential learning in the immersive virtual reality environment and our design of providing in-VR facilitation can meet their learning needs.
KW - Autism spectrum disorder
KW - Experiential learning
KW - Virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85068151309&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-21562-0_8
DO - 10.1007/978-3-030-21562-0_8
M3 - Conference article published in proceeding or book
AN - SCOPUS:85068151309
SN - 9783030215613
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 93
EP - 102
BT - Blended Learning
A2 - Cheung, Simon K.S.
A2 - Lee, Lap-Kei
A2 - Simonova, Ivana
A2 - Kozel, Tomas
A2 - Kwok, Lam-For
PB - Springer Verlag
T2 - 12th International Conference on Blended Learning, ICBL 2019
Y2 - 2 July 2019 through 4 July 2019
ER -