Defining Virtual Reality (VR). Scoping Literature Review on VR Applications in Autism Research

Abstract

Virtual Reality (VR) systems are a sophisticated interplay of technology and human perception. VR systems share three main features: immersion, interaction, and a sense of presence. Many empirical studies have since recognized VR as an important therapeutic tool. Research in VR and psychology has increased exponentially over the last few decades and has been reviewed previously. In our review, we will examine VR use in autism research as an illustrative example to demonstrate a need for precise definitions. Three databases were chosen: Web of Science, PubMed and Google Scholar. 42 studies were analysed. Recommendations for future research have emerged from the reviewed literature, such as the need for larger sample sizes representing the entire autism spectrum and wider age ranges. The most substantial problem in the literature reviewed is the problem of definitions of VR. We describe the need for clear definitions of the equipment used and propose more refined terminology.

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

“…The virtual environments are safe enough and do not expose people with risky behaviors to unpredictable conditions. Stimuli are provided in a controllable way and tasks can be adapted according to the participant's strengths and weaknesses [68]. Stimulation can be either enhanced to increase motivation, engagement, and attention, or reduced as a means to prevent sensory overload and attentional distraction [27,69].…”

“…In addition, VR can stimulate multiple sensory channels (vision, audition, and haptics) and provide users with engaging environments that maximize training outcomes [28,70]. A significant advantage of VR is that the use of personalized scenarios can target specific skills [68]. Personalization of interventions is a requirement in special education training [27].…”

Two sides of the same coin: accessibility practices and neurodivergent users' experience of extended reality

“…However, the two VR scenarios explored by participants were relatively short, 10 and 25 min respectively, and the study only investigated these experiences as part of a lab-based study rather than in everyday life. The scoping review by Savickaite et al. (2022a, b) on VR applications in autism research also points out to gaps concerning age, gender and geographical representation of autistic participants.…”

“…, 2017). More recently, the study by Savickaite et al. (2022a, b) has shown how autistic individuals and individuals with ADHD have significantly different visuospatial processes during complex VR drawing tasks.…”

How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach

“…VR technology is considered an advanced educational tool as it provides opportunities to visualize, explore, manipulate and interact with objects in a cyber-generated environment, supporting self-paced learning and enabling student-centred instruction (Siddhpura et al, 2020). The term virtual reality is defined as sophisticated human-technology interplay simulations that are usually computer-mediated, multisensory and three-dimensional (Savickaite et al, 2022), including desktop-based virtual reality (DVR) and immersive virtual reality (IVR). VR technology shares the features of immersion, interactivity and a sense of presence, which could affect students' motivation and engagement and in turn boost their learn-design of desktop-based virtual reality environments and related instructional activities.…”