Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Horace H.S. Ip; Simpson W.L. Wong; Dorothy F.Y. Chan; Julia Byrne; Chen Li; Vanessa S.N. Yuan; Kate S.Y. Lau; Joe Y.W. Wong

doi:10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Horace H.S. Ip, Simpson W.L. Wong, Dorothy F.Y. Chan, Julia Byrne, Chen Li, Vanessa S.N. Yuan, Kate S.Y. Lau, Joe Y.W. Wong

Research output: Chapter in book / Conference proceeding › Conference article published in proceeding or book › Academic research › peer-review

28 Citations (Scopus)

Abstract

The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

Original language	English
Title of host publication	Blended Learning
Subtitle of host publication	Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings
Editors	Junjie Shang, Aihua Wang, Reggie Kwan, Lam-for Kwok, Simon K.S. Cheung
Publisher	Springer Verlag
Pages	94-102
Number of pages	9
ISBN (Print)	9783319411644
DOIs	https://doi.org/10.1007/978-3-319-41165-1_9
Publication status	Published - 2016
Externally published	Yes
Event	9th International Conference on Blended Learning, ICBL 2016 - Beijing, China Duration: 19 Jul 2016 → 21 Jul 2016

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9757
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	9th International Conference on Blended Learning, ICBL 2016
Country/Territory	China
City	Beijing
Period	19/07/16 → 21/07/16

Keywords

Autism spectrum disorders
Inclusive education
Social adaptation
Virtual reality

ASJC Scopus subject areas

Theoretical Computer Science
Computer Science(all)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

More information

10.1007/978-3-319-41165-1_9

Cite this

Ip, H. H. S., Wong, S. W. L., Chan, D. F. Y., Byrne, J., Li, C., Yuan, V. S. N., Lau, K. S. Y., & Wong, J. Y. W. (2016). Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). In J. Shang, A. Wang, R. Kwan, L. Kwok, & S. K. S. Cheung (Eds.), Blended Learning: Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings (pp. 94-102). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9757). Springer Verlag. https://doi.org/10.1007/978-3-319-41165-1_9

Ip, Horace H.S. ; Wong, Simpson W.L. ; Chan, Dorothy F.Y. et al. / Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). Blended Learning: Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings. editor / Junjie Shang ; Aihua Wang ; Reggie Kwan ; Lam-for Kwok ; Simon K.S. Cheung. Springer Verlag, 2016. pp. 94-102 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE{\texttrademark} VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.",

keywords = "Autism spectrum disorders, Inclusive education, Social adaptation, Virtual reality",

author = "Ip, {Horace H.S.} and Wong, {Simpson W.L.} and Chan, {Dorothy F.Y.} and Julia Byrne and Chen Li and Yuan, {Vanessa S.N.} and Lau, {Kate S.Y.} and Wong, {Joe Y.W.}",

note = "Publisher Copyright: {\textcopyright} Springer International Publishing Switzerland 2016. Copyright: Copyright 2017 Elsevier B.V., All rights reserved.; 9th International Conference on Blended Learning, ICBL 2016 ; Conference date: 19-07-2016 Through 21-07-2016",

year = "2016",

doi = "10.1007/978-3-319-41165-1_9",

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Ip, HHS, Wong, SWL, Chan, DFY, Byrne, J, Li, C, Yuan, VSN, Lau, KSY & Wong, JYW 2016, Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). in J Shang, A Wang, R Kwan, L Kwok & SKS Cheung (eds), Blended Learning: Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9757, Springer Verlag, pp. 94-102, 9th International Conference on Blended Learning, ICBL 2016, Beijing, China, 19/07/16. https://doi.org/10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). / Ip, Horace H.S.; Wong, Simpson W.L.; Chan, Dorothy F.Y. et al.

Blended Learning: Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings. ed. / Junjie Shang; Aihua Wang; Reggie Kwan; Lam-for Kwok; Simon K.S. Cheung. Springer Verlag, 2016. p. 94-102 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9757).

Research output: Chapter in book / Conference proceeding › Conference article published in proceeding or book › Academic research › peer-review

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AU - Ip, Horace H.S.

AU - Wong, Simpson W.L.

AU - Chan, Dorothy F.Y.

AU - Byrne, Julia

AU - Li, Chen

AU - Yuan, Vanessa S.N.

AU - Lau, Kate S.Y.

AU - Wong, Joe Y.W.

PY - 2016

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N2 - The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

AB - The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

KW - Autism spectrum disorders

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KW - Virtual reality

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SN - 9783319411644

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

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BT - Blended Learning

A2 - Shang, Junjie

A2 - Wang, Aihua

A2 - Kwan, Reggie

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PB - Springer Verlag

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ER -

Ip HHS, Wong SWL, Chan DFY, Byrne J, Li C, Yuan VSN et al. Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). In Shang J, Wang A, Kwan R, Kwok L, Cheung SKS, editors, Blended Learning: Aligning Theory with Practices - 9th International Conference, ICBL 2016, Proceedings. Springer Verlag. 2016. p. 94-102. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Abstract

Publication series

Conference

Keywords

ASJC Scopus subject areas

UN SDGs

More information

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