Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: A systematic review

Abstract

Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results.

A gamified augmented reality vocational training program for adults with intellectual and developmental disabilities: A pilot study on acceptability and effectiveness

“…During the AR game session, participants engaged in the AR games and were given a break after every 10 min or as and when needed. Such frequency and duration of intervention were similar to most cognitive remediation programs (27) and within the duration range of programs that utilized virtual/augmented reality for persons with intellectual disabilities (5,28). The participants engaged in different training scenarios as recommended and their performance was recorded by the trainers.…”

“…While computer-based skills training packages allow persons with intellectual and developmental disabilities to learn in a structured manner, recent advancements in augmented and virtual reality have enabled rehabilitation practitioners to provide a more immersive training environment. Virtual Reality (VR) transports the users to a fully immersive environment, which replicates aspects of reality and enables stimulation of the senses as well as interaction with objects in a simulated environment ( 5 ). On the other hand, Augmented Reality (AR) enables the users to perceive a more realistic training environment, as the real environment is superimposed on virtual three-dimensional graphics and images ( 6 ).…”

The use of virtual reality and augmented reality in psychosocial rehabilitation for adults with neurodevelopmental disorders: A systematic review

“…All authors then completed the systematic review table of the selected studies and cross-checked each other's risk of bias assessments. 5) bias due to missing data; (6) bias in measurement of outcomes; and (7) bias in selection of the reported result. Similarly, the authors answered signaling questions and used the ROBINS-I evaluation table to estimate the risk in each domain and the overall risk.…”

“…In the recent decade, augmented and virtual reality have enabled rehabilitation practitioners to provide a more immersive training environment. Virtual reality (VR) enables stimulation of the senses by transporting the users to a realistic three-dimensional environment, while allowing users to interact with objects in the simulated environment ( 6 ). Augmented reality (AR) differs from VR in that the virtual three-dimensional graphics and images are superimposed on the real environment, such that the users are still able to perceive their surroundings ( 7 ).…”

“…In view of these benefits, practitioners have harnessed the capabilities of VR and AR as adjunctive interventions for children and youths with ID, ASD, and attention-deficit hyperactivity disorders (ADHD). Many of these interventions are conducted in special education settings and positive findings have been found ( 6 , 9 ). However, the use of VR and AR in psychosocial rehabilitation for the adult population with IDD is less established.…”