Literaturnachweis - Detailanzeige
| Autor/inn/en | Ke, Fengfeng; Lee, Sungwoong |
|---|---|
| Titel | Virtual Reality Based Collaborative Design by Children with High-Functioning Autism: Design-Based Flexibility, Identity, and Norm Construction |
| Quelle | In: Interactive Learning Environments, 24 (2016) 7, S.1511-1533 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2015.1040421 |
| Schlagwörter | Case Studies; Children; Skill Development; Social Behavior; Observation; Computer Simulation; Simulated Environment; Qualitative Research; Cooperative Planning; Design; Interpersonal Competence; Elementary School Students; Asperger Syndrome; Autism; Attention Deficit Hyperactivity Disorder; Pervasive Developmental Disorders |
| Abstract | This exploratory case study examined the process and potential impact of collaborative architectural design and construction in an OpenSimulator-based virtual reality (VR) on the social skills development of children with high-functioning autism (HFA). Two children with a formal medical diagnosis of HFA and one typically developing peer, aged 8-11, were purposefully recruited and matched in a five-week, VR-based architectural design project. Participants' virtual behaviors and discourses were observed and archived via screen recording. We conducted qualitative time-series and micro-behavior analyses with the data collected. The findings demonstrated that VR-based collaborative design has awarded children with HFA an opportunity to practice and develop flexibility, identity, and norm construction. The target children's design-based social performance was mediated by the VR environment, the context or structure of design partnership, and the nature of a specific design task. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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