Inclusion of Immersive Virtual Learning Environments and Visual Control Systems to Support the Learning of Students with Asperger Syndrome

Autor/inn/en	Lorenzo, Gonzalo; Pomares, Jorge; Lledo, Asuncion
Titel	Inclusion of Immersive Virtual Learning Environments and Visual Control Systems to Support the Learning of Students with Asperger Syndrome
Quelle	In: Computers & Education, 62 (2013) 3, S.88-101 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.10.028
Schlagwörter	Intervention; Learning Strategies; Cognitive Style; Asperger Syndrome; Visual Aids; Computer Simulation; Special Education; Student Behavior; Educational Technology; Computer Assisted Instruction; Intelligent Tutoring Systems; Assistive Technology; Instructional Design; Computer System Design; Direct Instruction + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Asperger-Syndrom; Anschauungsmaterial; Computergrafik; Computersimulation; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Lesson concept; Lessonplan; Unterrichtsentwurf; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved. (Contains 10 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10