Effectiveness of an Immersive Virtual Environment (CAVE) for Teaching Pedestrian Crossing to Children with PDD-NOS

Tzanavari, Aimilia; Charalambous-Darden, Nefi; Herakleous, Kyriakos; Poullis, Charalambos

doi:10.1109/icalt.2015.85

Cited by 49 publications

(29 citation statements)

References 11 publications

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“…Thus, ecological reliability of assessments and intervention programs based on virtual reality increases (Rizzo, Schultheis, Kerns and Mateer, 2004), and it becomes easier to transfer target skills into real settings with better precision. Findings reported in the literature about generalization efforts are also in line with this remark (Beach and Wendt, 2014;Kandalaft et al, 2013;Tzanavari, Charalambous-Darden, Herakleous and Poullis, 2015).…”

Section: Evaluations Regarding Use Of Virtual Reality Practises In Spsupporting

confidence: 74%

Özel Eğitimde Sanal Gerçeklik Uygulamaları

Özdemir

Erbaş

Özkan

2019

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Sanal gerçeklik, bilgisayarda yaratılmış üç boyutlu ortamların birden fazla duyum ile deneyimlendiği etkileşimli benzetimlerdir. Bilgisayar bilimlerinde 1970'li yıllardan beri tartışılan sanal gerçeklik uygulamaları, son yıllardaki teknolojik gelişmelerle toplum için daha erişilebilir hale gelmiştir. Özel eğitim alanı da bu güncel gelişmelerden etkilenmekte, özel gereksinimli bireylere yönelik geliştirilen sanal gerçeklik uygulamalarının sayısı her geçen gün artmaktadır. Sanal gerçeklik uygulamaları ile özel gereksinimi olan bireylerin farklı türdeki gereksinimlerine yanıt verecek çözümler üretilmektedir. Bu uygulamalar çeşitli akademik, sosyal, günlük yaşam, iletişim becerilerinin öğretiminde ya da başka türlü destekler için kullanılabilmektedir. Alanyazında; otizm spektrum bozukluğu, zihin yetersizliği, fiziksel yetersizlik ve işitme yetersizliği gibi farklı özel gereksinim grupları için geliştirilmiş sanal gerçeklik uygulamalarının değerlendirilmesine yönelik çok sayıda araştırma yer almaktadır. Mevcut çalışma, alanyazında sanal gerçeklik uygulamalarına ilişkin değerlendirmeleri araştırma bulgularıyla tartışmaktadır.

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Section: Evaluations Regarding Use Of Virtual Reality Practises In Spsupporting

confidence: 74%

Özel Eğitimde Sanal Gerçeklik Uygulamaları

Özdemir

Erbaş

Özkan

2019

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…La réalité virtuelle (VR) a trois avantages : simuler en toute sécurité, proposer différentes conditions pour une action identique et rejouer un scénario de manière contrôlée. Nous présentons une étude de faisabilité concernant l'utilisation de la VR (casques immersifs) pour accompagner dans l'apprentissage de nouvelles compétences des jeunes adultes (10)(11)(12)(13)(14)(15)(16)(17)(18) avec une déficience intellectuelle (DI). Nous nous focalisons sur le scénario d'un passage piéton, en considérant plusieurs conditions environnementales (jour/nuit, gentillesse des conducteurs, etc.).…”

Section: Résuméunclassified

“…Un travail plus récent (2015) a aussi investigué un scénario similaire (toujours avec 6 enfants atteints de TSA) mais en utilisant un environnement immersif de type CAVE [15]. Les résultats ont montré que la plupart des enfants (4 sur 6) ont pu atteindre l'objectif d'apprentissage Toujours en 2015, une autre étude menée avec 7 adultes atteints de TSA a montré des résultats plutôt différents [16].…”

Section: Mots Clésunclassified

“…Dans cette section, nous allons expliquer d'abord le scénario en VR que notre team interdisciplinaire a développé en se focalisant sur les besoins de jeunes adultes(10)(11)(12)(13)(14)(15)(16)(17)(18) avec DI légère ou modérée. Dans une deuxième partie, nous allons décrire plus en détail le protocole de test suivi pendant l'expérience et les mesures objectives et subjectives considérées.…”

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Training road crossing skills for young people with intellectual disabilities using virtual reality

Cherix

Carrino

Piérart

et al. 2019

Proceedings of the 31st Conference on l'Interaction Homme-Machine

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Virtual Reality (VR) has three main advantages: allowing safe simulations, experimenting different conditions for the same scenario, and providing the perfect replicability of the scenarios. We present a feasibility study on the use of VR and VR immersive headsets to assist young adults (10-18) with intellectual disabilities in learning new skills. We focused on the scenario of a pedestrian crossing without traffic lights, and we considered several environmental conditions (day/night, weather, kindness of drivers, etc.). Our study is not limited to young people with autism spectrum disorder but takes into account young adults with intellectual disability with an associated disorder. 15 young people participated in the study showing a very good acceptability of immersive headsets and a noticeable learning effect already after a short training session. However, a longer and more extensive study is needed to evaluate the transfer of learning to reality. CCS CONCEPTS •Human-centered computing → User studies; Virtual reality; Virtual worlds training simulations.

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“…Following those four days, the children were sent out to a real pedestrian crossing and were told to repeat the instructions. When crossing the road, the children appeared to be confident and were able to safely cross the road when they felt that the time was right (Tzanavari, Charalambous-Darden, Herakleous, & Poullis, 2015).…”

Section: Crosswalk Simulationsmentioning

confidence: 99%

Evaluation of PC-Based Virtual Reality as a Tool to Analyze Pedestrian Behavior at Midblock Crossings

Lynn¹

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Effectiveness of an Immersive Virtual Environment (CAVE) for Teaching Pedestrian Crossing to Children with PDD-NOS

Cited by 49 publications

References 11 publications

Özel Eğitimde Sanal Gerçeklik Uygulamaları

Özel Eğitimde Sanal Gerçeklik Uygulamaları

Training road crossing skills for young people with intellectual disabilities using virtual reality

Evaluation of PC-Based Virtual Reality as a Tool to Analyze Pedestrian Behavior at Midblock Crossings

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