Autistic youth in 3D game‐based collaborative virtual learning: Associating avatar interaction patterns with embodied social presence

Abstract

This study examines interaction patterns in a series of game activities for learning social skills by autistic youth in a 3D game‐based collaborative virtual learning environment (CVLE). Researchers studying collaborative learning have indicated the importance of social interactions and social presence. However, few studies have examined the relationship of avatar social interactions with embodied social presence in a 3D game‐based CVLE. Specifically, we examined avatar‐mediated verbal and nonverbal interactions by autistic youth in iSocial, a game‐based 3D CVLE for developing social competencies. How are avatar‐mediated verbal and nonverbal social interactions related to the extent of embodied social presence? Building on prior studies on embodied social presence (ESP) theory and the verbal and nonverbal social interaction framework, this paper aims to explore the link between the combination of verbal (appropriate and inappropriate) and nonverbal (avatar proximity, orientation, joint attention and gesture) interaction patterns and experienced ESP level. We report on the results of 3 cohorts of a total of 11 youth aged from 11 to 14 who were diagnosed with Autism Spectrum Disorder learning in 13 game activities in iSocial. The video data of the participants’ screen recordings were analyzed and coded based on the ESP theory and verbal and nonverbal social interaction framework. Through cluster analysis, the results identify distinct patterns of verbal and nonverbal interaction that are associated with different levels of embodied social presence. The findings of this study (1) shed light on the link between social interactions and embodied social presence and (2) provide a deeper understanding of how the unique spatial and visual characteristics of 3D CVLE and the design of game activities in 3D CVLE may transform collaborative learning, especially for autistic youth.

A Systematic Review of Research about Game-based Learning in Virtual Worlds

“…In social science topics [e.g. Zheng et al, 2009;Wang et al, 2018], the type of exercises can be categorized as role-playing and simulation of action. In Life science [e.g.…”

“…Embodied cognition points out a fundamental notion that thinking is directly tied to virtual bodies when students can express their feelings and communicate a/synchronously with other peers [Zheng et al 2009;Wang et al 2018].…”

“…To date, several studies utilized GBL in VWs. A total of nineteen studies have utilized VWs in K-12 subjects including of History [Wang et al 2018], Life Science topics [Barab et al 2005;Dede et al 2017;Ketelhut 2007;Lim et al 2006;Loula et al 2014;Metcalf et al 2018;Tüzün, 2007], Computer science [Jakos & Verber, 2016;Pellas 2014;Pellas & Peroutseas 2016;Pellas & Vosinakis 2018;Rico et al 2011], Information Technology [Barab et al 2012;Twining 2009;Young et al 2012], Language learning [Zheng et al 2009], and Mathematics [Kim & Ke 2016;Şimşek 2016]. Additionally, a total of nine studies applied in several learning tasks using various VWs to develop game prototypes in different HE subjects encompassing Computer science [Christopoulos et al 2018;Granic et al 2019], Engineering [August et al 2016;Callaghan et al 2013], Language learning [Berns et al 2013], Economics [Hornik & Thornburg 2010], Medical education [Toro-Troconis & Mellström 2010], and Instructional design [Franetovic 2016;Yilmaz & Cagiltay 2016].…”

Assessing Children’s Perceptions of Live Interactions With Avatars: Preparations for Use in ASD Therapy in a Multi-Ethnic Context

“…including in the avatar characteristics such as proximity, orientation, joint attention and gestures, achieving interactions closer to reality. Wang [48], on the other hand, presented promising results when combining verbal and non-verbal language during the interaction of avatars with people with ASD. Other authors have demonstrated the effectiveness of working with avatars in different therapeutic processes for people with ASD, functioning as tutors in the teaching of social and communication skills, as emotional regulators and in the recognition of facial expressions [20], [44], [49]- [54].…”

An empirical study of continuous use behavior in virtual learning community

“…The awareness of lifelong learning has been deeply rooted in the hearts of the people. The effective flow of social resources has increased people's desire for new knowledge as China's openness continues to increase [14]. As a kind of communication learning platform, VLCs have become an important tool for knowledge construction and learning of the entire nation because they are not restricted by geographical conditions and they comprise condensed collective wisdom.…”