Exploring the Use of Virtual Characters (Avatars), Live Animation, and Augmented Reality to Teach Social Skills to Individuals with Autism

Kellems, Ryan O.; Charlton, Cade T.; Kversøy, Kjartan Skogly; Gyori, Miklos

doi:10.3390/mti4030048

Cited by 26 publications

(13 citation statements)

References 27 publications

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“…Their results have gathered that the majority of findings from the literature support the claim that the use of augmented reality can provide meaningful and enjoyable experiences to children with autism. The use of augmented reality have also been said to be able to help children with autism to feel more motivated in their learning and it allows them to understand more information (Kellems, Charlton, Kversøy, & Győri, 2020). It is believed that technology and innovation currently give more available approaches to produce an efficient hub of rich knowledge for children with autism.…”

Section: Literature Reviewmentioning

confidence: 99%

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

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American Psychiatric Association defined autism spectrum disorder as a neurological disorder due to which a diagnosed child may face difficulty in social communication or have a repeated or restricted set of behaviors. Learners with autism are primarily visual strategy learners, and they tend to learn better through pictures and images. Due to their cognitive disabilities, most learners with autism struggle to acquire new vocabulary. There have been many inventions invented by researchers all over the world to help autistic children with their education; however, not much emphasis put on the interventions that can assist autistic children with their English vocabulary learning process. Hence, this study intends to investigate the stakeholders’ acceptance and thoughts on the use of augmented reality mobile applications for children with autism. This study is a qualitative research study where interviews are used as an instrument to gather stakeholders’ views on the usefulness of the designed and developed augmented reality technology mobile application. This study involved seven respondents who come from different backgrounds and in different field areas. The results have gathered that the designed and developed mobile application has the prospect of helping children with autism with their English language learning process. With further improvements, the designed and developed mobile application is believed to be able to help autistic children to learn English vocabulary in a more exciting yet meaningful manner and at the same time help to spark their interest in their English vocabulary language learning process.

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Section: Literature Reviewmentioning

confidence: 99%

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

View full text Add to dashboard Cite

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“…In 2020 the Indonesian government also launched a Free Internet Quota for students and teachers, of course this is a breath of fresh air and assistance that can distribute learning evenly through the MOOC's integrated Augmented Reality scheme, besides that youth and accessibility of learning materials are embedded with object 3 Dimensions makes learning easier and interactive for the learning process (Figure 1). MOOC's Development, which is given Augmented Reality accessibility, not only carries the concept of flexibility in its application [11], this Development is also based on learning innovations that prioritize teacher creativity to provide complete learning content, through 3-dimensional objects that can be directly accessed by students and of course standardized material through material expert validation and media expert validation. Preliminary research also concluded that MOOC's users who were sampled through programming courses (Preliminary Test and Final Test) provided a statement through a questionnaire that the role of MOOC's integrated with Augmented Reality gave a percentage of about 84% as the main supplement of learning, by using this combination students' understanding increased.…”

Section: Introductionmentioning

confidence: 99%

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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This research discoverable (1) the development of a MOOC (Massive Open Course Online) learning innovation that incorporates Augmented Reality; (2). The use of the concept of AI Injected e-Learning (The Future of Online Education) in Vocational High Schools, which supports the idea of Education 3.0. This study employs a quantitative method to educational research and development, with research sample vocational students. The findings of this research lead to the following conclusions: (1) The efficacy and efficiency of MOOC's learning innovation integrated Augmented Reality was evaluated to be 87.3 percent in a usability test; (2). The application of the concept of Education 3.0 proved to have a significant impact on learning comfort, as evidenced by a questionnaire instrument that revealed that around 85.4% of users believed that online and face-to-face learning provided flexibility in learning, 12.2% felt that learning was normal, and 10% felt that learning was not required; (3). The results of the correct hypothesis are acquired from the quantitative data with a significance value of greater than 0.5, indicating that MOCC's integrated learning utilizing Augmented Reality has resulted in a significant increase in the learning outcomes of vocational high school students by 38 percent

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“…Virtual avatarization also finds utmost interest in psychotherapies and assistance of mentally impaired people (e.g. autism spectrum disorders [160]). Treatment strategies for anorexia nervosa were repeatedly researched in VR while it is only beginning to be investigated in AR [21], [161], [162].…”

Section: Promises Of Ar Avatars In the Medical Fieldmentioning

confidence: 99%

Being an Avatar “for Real”: A Survey on Virtual Embodiment in Augmented Reality

Genay¹,

Lécuyer

Hachet³

2022

IEEE Trans. Visual. Comput. Graphics

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Virtual self-avatars have been increasingly used in Augmented Reality (AR) where one can see virtual content embedded into physical space. However, little is known about the perception of self-avatars in such a context. The possibility that their embodiment could be achieved in a similar way as in Virtual Reality opens the door to numerous applications in education, communication, entertainment, or the medical field. This article aims to review the literature covering the embodiment of virtual self-avatars in AR. Our goal is (i) to guide readers through the different options and challenges linked to the implementation of AR embodiment systems, (ii) to provide a better understanding of AR embodiment perception by classifying the existing knowledge, and (iii) to offer insight on future research topics and trends for AR and avatar research. To do so, we introduce a taxonomy of virtual embodiment experiences by defining a "body avatarization" continuum. The presented knowledge suggests that the sense of embodiment evolves in the same way in AR as in other settings, but this possibility has yet to be fully investigated. We suggest that, whilst it is yet to be well understood, the embodiment of avatars has a promising future in AR and conclude by discussing possible directions for research.

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Exploring the Use of Virtual Characters (Avatars), Live Animation, and Augmented Reality to Teach Social Skills to Individuals with Autism

Cited by 26 publications

References 27 publications

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Being an Avatar “for Real”: A Survey on Virtual Embodiment in Augmented Reality

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