Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

Wang, Xianhui; Laffey, James M.; Xing, Wanli; Ma, Yanfei; Stichter, Janine P.

doi:10.1016/j.chb.2015.09.006

Cited by 37 publications

(22 citation statements)

References 49 publications

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“…Wang, et al . () described autistic youth's embodied presence, copresence and social presence in iSocial game‐based learning activities. The findings of this study also show that autistic youth experienced embodied social presence only in some of the activities in iSocial.…”

Section: Introductionmentioning

confidence: 99%

“…3D game-based collaborative virtual learning environments (CVLEs) are used to motivate and enrich learning across multiple disciplines (Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005;Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010). The potential benefits of using a 3D gamebased CVLE to teach social competence for autistic youth include engaging distant learners in the game-based role-playing learning activities and fostering social interactions among avatarmediated learners in a simulated, curriculum-enriched environment without suffering real-world consequences and in some formats without trying the patience of their peers or teachers (Schmidt, Laffey, Schmidt, Wang, & Stichter, 2012;Standen & Brown, 2006;Wang, Laffey, Xing, Ma, & Stichter, 2016). Students with high functioning autism, are known to "have a desire to be social but do not yet have the knowledge or skills to successfully perform interactions in a complex and social environment" (DuCharme & Gullotta, 2003).…”

Section: Introductionmentioning

confidence: 99%

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

Wang¹,

Xing²,

Laffey³

2018

Brit J Educational Tech

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Wang¹,

Xing²,

Laffey³

2018

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

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“…Recent interventions in VR [51][52][53] have also been used to enhance the authenticity of a simulated social environment such that it is feasible in the real world. Under social embodiment theory, Niedenthal, Barsalou, Winkielman, Krauth-Gruber and Ric [43] highlight experiential feedback, which encourages a user to experience multifaceted stimuli in different circumstances.…”

Section: Naturalistic Design Of Social Skill Trainingmentioning

confidence: 99%

“…The goal behavior should not be explicit but be provoked by external social stimuli autistic children experience in the VR. Associated with this principle, social scenarios have been broadly adopted particularly for naturalistic intervention design [51][52][53]57,58], because they encourage autistic children to enthusiastically explore an open-ended virtual world. NPCs have been implemented for (1) evoking socially-feasible issues [13], and (2) giving adaptive feedback to correct inappropriate social manners [12].…”

Section: Authentic Social Scenario Designmentioning

confidence: 99%

Reviews of Social Embodiment for Design of Non-Player Characters in Virtual Reality-Based Social Skill Training for Autistic Children

Moon

2018

MTI

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Abstract:The purpose of this paper is to review the scholarly works regarding social embodiment aligned with the design of non-player characters in virtual reality (VR)-based social skill training for autistic children. VR-based social skill training for autistic children has been a naturalistic environment, which allows autistic children themselves to shape socially-appropriate behaviors in real world. To build up the training environment for autistic children, it is necessary to identify how to simulate social components in the training. In particular, designing non-player characters (NPCs) in the training is essential to determining the quality of the simulated social interactions during the training. Through this literature review, this study proposes multiple design themes that underline the nature of social embodiment in which interactions with NPCs in VR-based social skill training take place.

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“…In contrast, the factor of awareness relies heavily on the users' mental perception of their surroundings and their exercise of this perception to aid their communication [5,6]. Furthermore, the factor of presence allows the users to have a sense of working at the same location [7]. The users are more inclined to interact with collocated users at a high degree of presence, rather than with remote users at a low degree of presence [8].…”

Section: Introductionmentioning

confidence: 99%

Investigation of Interactive Strategies Used in Undertaking Collaborative Tasks

Zeng

2017

Applied Sciences

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Collaborative virtual environments (CVEs) present ways for human users to work together on a task. Research efforts of CVEs have mainly focused on the factors that affect the task performance of the users, such as awareness, communication, and presence. Furthermore, the users involved normally have the same task experience or knowledge background. In this paper, we examined the effect of interactive strategies for human/human interaction, which involves human users with different levels of expertise. Within a CVE for an expert and a novice, we deployed three interactive strategies-Tele-Operation, Tele-Assistance3, and Tele-Assistance7-to give the three degrees of autonomy to the novice. Focusing on the performance of the novice, our findings revealed that each interactive strategy has a different effect on the task performance of the novice. These findings could aid in choosing an optimal interactive strategy for performing a collaborative task between an expert and a novice.

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Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

Cited by 37 publications

References 49 publications

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

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

Reviews of Social Embodiment for Design of Non-Player Characters in Virtual Reality-Based Social Skill Training for Autistic Children

Investigation of Interactive Strategies Used in Undertaking Collaborative Tasks

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