Creating Social Stories as Wearable Hyper-Immersive Virtual Reality Experiences for Children with Neurodevelopmental Disorders

Gelsomini, Mirko; Garzotto, Franca; Matarazzo, Vito; Messina, Nicolò; Occhiuto, Daniele

doi:10.1145/3078072.3084305

Cited by 20 publications

(5 citation statements)

References 9 publications

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“…Mounted Display (HMD). Recent studies indicate that there is some supporting evidence indicating that skills learned in SVVR through video modelling can be generalized to real-world situations [44][45][46][47].…”

Section: Plos Onementioning

confidence: 99%

Validation of key components in designing a social skills training content using virtual reality for high functioning autism youth—A Fuzzy Delphi method

Ahmad Basri,

Wan Ismail,

Kamal Nor

et al. 2024

PLoS ONE

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The use of virtual reality in social skills training for high functioning autism spectrum disorder (HFASD) youth has been found to be engaging and enjoyable. Despite the promising results, previous literature indicates that there has been no consensus on the social skills target in the training content. There is also limited research on how evidence-based strategies like cognitive and behaviour techniques are instantiated into the VR environment to teach social skills. The aim of this study is to determine the key components to design a social skills training content using virtual reality for youths with HFASD. The Fuzzy Delphi method (FDM) was used to obtain expert consensus on social skills difficulties and cognitive behavioral techniques included in the content in three phases. In phase 1, a questionnaire was developed from in-depth interviews and scientific literature review. The in-depth interviews were conducted with 13 HFASD youth, 7 parents and 6 experts. In phase 2, 3 experts rated the relevance of the items in the questionnaire using an item-level content validity index (I-CVI) assessment. In phase 3, the questionnaire was distributed to 10 experts to rate their level of agreement on each component using a 7-point Likert scale. Components that received a value above 75%, threshold value (d) ≤ 0.2, fuzzy score (A) ≥ α - cut value = 0.5 and higher rank based on defuzzification score were prioritized to be included in the content. Items that received higher expert consensus on social skills difficulties included assessing non-verbal responses, initiating, maintaining, and leaving conversations, emotional difficulties and difficulties in perspective taking. Cognitive and behavioral techniques that received higher expert consensus were psychoeducation, modelling, relaxation techniques, reinforcements, and perspective-taking questions. These key components can be used as a framework for the development of virtual learning content for social skills training in future studies.

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Section: Plos Onementioning

confidence: 99%

Validation of key components in designing a social skills training content using virtual reality for high functioning autism youth—A Fuzzy Delphi method

Ahmad Basri,

Wan Ismail,

Kamal Nor

et al. 2024

PLoS ONE

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“…First, Gelsomini et al. (2017) report on an in-development Google Cardboard system called Wildcard that is being designed to help individuals with neurodevelopmental disorders.…”

Section: Research Overviewmentioning

confidence: 99%

“…First, Gelsomini et al (2017) report on an in-development Google Cardboard system called Wildcard that is being designed to help individuals with neurodevelopmental disorders. In Wildcard, users are able to interact with various virtual environments that are displayed within a Google Cardboard.…”

Section: Research Overviewmentioning

confidence: 99%

Not perfect but good enough: a primer for creating spherical video-based virtual reality for autistic users

Newbutt

Glaser

Palmer

2022

JET

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PurposePrevious research provides promising insights to the role of spherical video-based virtual reality (SVVR) applied with and for autistic users. Work already conducted in this area suggests that SVVR delivered via a range of head-mounted displays (HMDs) are useable, acceptable, can enable skill acquisition, can be relevant for delivering training, can help to reduce discomfort and promote skills generalization. However, to date very little research articulates methods or approaches to the design and development of SVVR. Here, the authors share the experiences of working in this space and designing SVVR content with and for autistic groups.Design/methodology/approachThe authors draw upon two case studies/projects that were previous worked on with the intention to extrapolate key parts of the production process of SVVR development. The authors also outline key theoretical contexts as related to SVVR development in this field.FindingsThe goal of this primer on SVVR is to provide researchers and practitioners with an overview of using this technology. The authors provide a set of recommendations that should inform others in creating their own content and developing SVVR for/with/by autistic people.Originality/valueThis work combines and outlines theoretical, conceptual and practical considerations for practitioners and stakeholders seeking to build and deploy SVVR content; aspects not reported in previous research.

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“…Very little research has been published on SVVR interventions for individuals with autism. One such example is a prototype SVVR application for the Google cardboard that was designed for individuals with neurodevelopmental disorders and is being used to teach social stories (Gelsomini et al , 2017). Another SVVR project aims to teach adaptive skills related to grocery shopping (Wickham, 2016).…”

Section: Related Workmentioning

confidence: 99%

Piloting an adaptive skills virtual reality intervention for adults with autism: findings from user-centered formative design and evaluation

Schmidt

Glaser

2021

JET

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Purpose The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders. Design/methodology/approach A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism. Findings This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed. Research limitations/implications The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population. Originality/value This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.

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Creating Social Stories as Wearable Hyper-Immersive Virtual Reality Experiences for Children with Neurodevelopmental Disorders

Cited by 20 publications

References 9 publications

Validation of key components in designing a social skills training content using virtual reality for high functioning autism youth—A Fuzzy Delphi method

Validation of key components in designing a social skills training content using virtual reality for high functioning autism youth—A Fuzzy Delphi method

Not perfect but good enough: a primer for creating spherical video-based virtual reality for autistic users

Piloting an adaptive skills virtual reality intervention for adults with autism: findings from user-centered formative design and evaluation

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