Investigating the Usability and Learner Experience of a Virtual Reality Adaptive Skills Intervention for Adults with Autism Spectrum Disorder

Autor/inn/en	Schmidt, Matthew; Glaser, Noah
Titel	Investigating the Usability and Learner Experience of a Virtual Reality Adaptive Skills Intervention for Adults with Autism Spectrum Disorder
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1665-1699 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Matthew) ORCID (Glaser, Noah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10005-8
Schlagwörter	Computer Simulation; Autism; Pervasive Developmental Disorders; Skill Development; Transportation; Program Effectiveness; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Verkehrswesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Research on the use of virtual reality (VR) for individuals with autism lacks design precedent and theoretical guidance. Further, research in this area often fails to include participants in the design of interventions. This paper seeks to address these gaps. A proof-of-concept adaptive skills intervention for adults on the autism spectrum was developed to promote safe and appropriate utilization of public transportation. Grounded in theories of complexity and generalization, technological and pedagogical scaffolds were designed in a staged manner and gradually faded to promote acquisition and generalization of target skills. A constellation of technologies was employed, including 360-degree video and headset-based VR. A multi-phase usage study was conducted to evaluate the efficiency and appeal of the prototype intervention so as to reveal design flaws and uncover opportunities to improve the overall learner experience. Findings are presented from the perspectives of expert testers (n = 4) and participant testers with autism (n = 5). Results suggest a largely positive learner experience and that the intervention is feasible and relevant to the unique needs of the target population. Implications are presented from the perspective of Roger's adoption characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01