The Centrality of Interdisciplinarity for Overcoming Design and Development Constraints of a Multi-user Virtual Reality Intervention for Adults with Autism: A Design Case

Glaser, Noah; Schmidt, Matthew; Schmidt, Carla; Palmer, Heath; Beck, Dennis

doi:10.1007/978-3-030-53875-0_13

Cited by 14 publications

(6 citation statements)

References 25 publications

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“…The superficial integration of educational components into the games is not isolated to this course but is a pervasive problem seen even in 'edutainment' products and professional game development (Egenfeldt-Nielsen, 2007). The challenge is exacerbated by the multifaceted complexities of game development, which demands a diverse skill set that includes music composition, graphic design, logic, computational thinking, and programming (see Glaser et al, 2021 which highlights some of this complexity).…”

Section: Addressing Educational Integrationmentioning

confidence: 99%

Using Nintendo's Game Builder Garage to Facilitate Hands-On Learning in Graduate Game Design Education

Glaser

2024

JTILT

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This activity is built around the hands-on use of Nintendo's (n.d.a) Game Builder Garage as a tool for teaching game design principles in an online, graduate-level course. Throughout the course, students use Game Builder Garage to design and create a fully functional game over four weeks, applying the course concepts to their projects, demonstrating their practical application of these principles, and receiving feedback. This activity details a four-week game jam implementation of game design theories and best practices using Game Builder Garage.

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Section: Addressing Educational Integrationmentioning

confidence: 99%

Using Nintendo's Game Builder Garage to Facilitate Hands-On Learning in Graduate Game Design Education

Glaser

2024

JTILT

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“…While the literature suggests that realism should be a design goal in creating VR platforms for individuals with autism, little guidance exists to indicate what degree of realism is necessary. Based on literature and product reviews, the Virtuoso team operationalized realism as a high degree of geometric accuracy, high photographic and behavioral fidelity, a lack of visual distortion and accurate scale (Glaser et al ., 2021).…”

Section: Our Objectivementioning

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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“…The main reason is linked to the specific characteristics of ASD individuals, such as their natural affinity for Science, Technology, Engineering, and Mathematics (i.e., STEM) [12][13][14]. Indeed, computers and technologies are comfortable for them since they are generally predictable, consistent, free from social demands, and specific in focusing attention [6,[15][16][17]. Then, it is widely recognised that individuals with ASD have a strong visual memory and learn better when presented with visual-spatial information, which can be easily achieved with technologies, given their visually stimulating nature [6,[18][19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

Peretti,

Pino,

Caruso

et al. 2024

Education Sciences

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To date, the primary challenge in the field of information and communication technologies-mediated rehabilitative interventions for autism is the lack of evidence regarding efficacy and effectiveness. Although such interventions, particularly those realised with Immersive Virtual Reality-based Serious Games, show promise, clinicians are hesitant to adopt them due to minimal evidence supporting their efficiency and effectiveness. Efficacy refers to whether an intervention produces the expected result under ideal circumstances, while effectiveness measures the degree of beneficial effect in real-world clinical settings. The absence of efficacy and effectiveness evidence undermines the reliability and generalisability of such interventions, which are crucial for real-life settings, making accurate evaluation pivotal. Evaluating the efficacy and effectiveness of these interventions poses a significant challenge due to the absence of evaluation guidelines. A previous study systematically reviewed the evaluation of Immersive Virtual Reality-based Serious Games for autism, revealing incomplete or methodologically problematic evaluation processes. This evidence underpinned the aim of the present study: to propose an Evaluation Framework encompassing all necessary methodological criteria for evaluating the efficacy and effectiveness of such interventions. Disseminating this Evaluation Framework as a pocket guide could facilitate the development of reliable future studies, thereby advancing evidence-based interventions to improve the quality of life for individuals with autism.

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The Centrality of Interdisciplinarity for Overcoming Design and Development Constraints of a Multi-user Virtual Reality Intervention for Adults with Autism: A Design Case

Cited by 14 publications

References 25 publications

Using Nintendo's Game Builder Garage to Facilitate Hands-On Learning in Graduate Game Design Education

Using Nintendo's Game Builder Garage to Facilitate Hands-On Learning in Graduate Game Design Education

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

Evaluating the Potential of Immersive Virtual Reality-Based Serious Games Interventions for Autism: A Pocket Guide Evaluation Framework

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