An Overview of Virtual Reality Interventions for Two Neurodevelopmental Disorders: Intellectual Disabilities and Autism

Dechsling, Anders; Sütterlin, Stefan; Børtveit, Line; Zhang, Dajie; Øien, Roald A.; Marschik, Peter B.

doi:10.1007/978-3-030-50439-7_17

Cited by 7 publications

(2 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall, reviewed studies referred to small sample sizes. Consequently, their results have problems with consistency [26,101]. Indeed, the issue of sample size in scientific research involving clinical populations such as ASD resulted in a widespread issue: it did not allow for the generalisability of results [31].…”

Section: Idmentioning

confidence: 99%

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

Peretti,

Pino,

Caruso

et al. 2024

Education Sciences

View full text Add to dashboard Cite

To date, the primary challenge in the field of information and communication technologies-mediated rehabilitative interventions for autism is the lack of evidence regarding efficacy and effectiveness. Although such interventions, particularly those realised with Immersive Virtual Reality-based Serious Games, show promise, clinicians are hesitant to adopt them due to minimal evidence supporting their efficiency and effectiveness. Efficacy refers to whether an intervention produces the expected result under ideal circumstances, while effectiveness measures the degree of beneficial effect in real-world clinical settings. The absence of efficacy and effectiveness evidence undermines the reliability and generalisability of such interventions, which are crucial for real-life settings, making accurate evaluation pivotal. Evaluating the efficacy and effectiveness of these interventions poses a significant challenge due to the absence of evaluation guidelines. A previous study systematically reviewed the evaluation of Immersive Virtual Reality-based Serious Games for autism, revealing incomplete or methodologically problematic evaluation processes. This evidence underpinned the aim of the present study: to propose an Evaluation Framework encompassing all necessary methodological criteria for evaluating the efficacy and effectiveness of such interventions. Disseminating this Evaluation Framework as a pocket guide could facilitate the development of reliable future studies, thereby advancing evidence-based interventions to improve the quality of life for individuals with autism.

show abstract

Section: Idmentioning

confidence: 99%

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

Peretti,

Pino,

Caruso

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Also, we did not conduct a meta-analysis on effects of interventions. However, considering the scarcity of rigorous designs, most notably the low amount of RCTs and lack of comparison groups with individuals with autism (Nordahl-Hansen et al, 2020 ), conducting a meta-analysis of intervention effects is still premature.…”

Section: Limitationsmentioning

confidence: 99%

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review

Dechsling

Orm

Kalandadze

et al. 2021

J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.

show abstract

Computer-Aided Games-Based Learning for Children with Autism

Dahl¹,

Sætra

2021

Lecture Notes in Computer Science

View full text Add to dashboard Cite

An Overview of Virtual Reality Interventions for Two Neurodevelopmental Disorders: Intellectual Disabilities and Autism

Cited by 7 publications

References 13 publications

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review

Computer-Aided Games-Based Learning for Children with Autism

Contact Info

Product

Resources

About