Virtual reality and robots for autism: moving beyond the screen

Good, Judith; Parsons, Sarah; Yuill, Nicola; Brosnan, Mark

doi:10.1108/jat-09-2016-0018

Cited by 18 publications

(11 citation statements)

References 16 publications

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“…Signal Preprocessing Algorithm. rough the communication packet capture tool to capture the data sent by the VR surgery scene, through analysis, it is found that the data packets sent by the VR surgery scene form a first-order step system in each cycle [16]. According to the relevant principles of automatic cybernetics, the mathematical model of the first-order system can exactly represent it correctly [17].…”

Section: Virtual Reality-related Algorithms Based On Intracranialmentioning

confidence: 99%

Application of Virtual Reality Based on 3D-CTA in Intracranial Aneurysm Surgery

Huo

Feng

et al. 2021

Journal of Healthcare Engineering

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As a popular technology in the field of human-computer interaction, virtual reality (VR) brings a brand new sensory experience to users by generating the environment. In recent years, while introducing the application of virtual reality technology, researchers have done a lot of work around virtual reality in many fields, such as the application of virtual reality technology in medical procedures. Combining the immersive and expandable features of virtual reality can improve the safety and accuracy of surgery. This article mainly introduces the application of 3D-CTA virtual reality technology in intracranial aneurysm surgery and aims to provide some ideas and directions for the improvement and progress of intracranial aneurysm surgery. This paper presents a research method based on virtual reality technology 3D-CTA in intracranial aneurysm surgery, including the application overview of 3D-CTA in intracranial aneurysm surgery and the virtual reality algorithm based on 3D-CTA for intracranial arteries. In addition, there is also the application of virtual reality CTA technology in the design of the intracranial aneurysm application system. Experimental results show that the average accuracy of 3D-CTA diagnosis based on virtual reality is 90.81%, and it can be put into use in the next step.

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Section: Virtual Reality-related Algorithms Based On Intracranialmentioning

confidence: 99%

Application of Virtual Reality Based on 3D-CTA in Intracranial Aneurysm Surgery

Huo

Feng

et al. 2021

Journal of Healthcare Engineering

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“…Many studies have employed humanoid robots for treatment plans for children with ASD [66][67][68][69][70][71][72][73][74][75][76][77][78][79]. However, some research has used non-humanoid robots [11,[80][81][82][83][84].…”

Section: Social Robotsmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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Abstract:The rapid development of computer and robotic technologies in the last decade is giving hope to perform earlier and more accurate diagnoses of the Autism Spectrum Disorder (ASD), and more effective, consistent, and cost-conscious treatment. Besides the reduced cost, the main benefit of using technology to facilitate treatment is that stimuli produced during each session of the treatment can be controlled, which not only guarantees consistency across different sessions, but also makes it possible to focus on a single phenomenon, which is difficult even for a trained professional to perform, and deliver the stimuli according to the treatment plan. In this article, we provide a comprehensive review of research on recent technology-facilitated diagnosis and treat of children and adults with ASD. Different from existing reviews on this topic, which predominantly concern clinical issues, we focus on the engineering perspective of autism studies. All technology facilitated systems used for autism studies can be modeled as human machine interactive systems where one or more participants would constitute as the human component, and a computer-based or a robotic-based system would be the machine component. Based on this model, we organize our review with the following questions: (1) What are presented to the participants in the studies and how are the content and delivery methods enabled by technologies? (2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how? and (4) How are the programs assessed?

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“…Previous research results show that children with ASD are more responsive to technology than to usual human interaction (e.g. Good et al , 2016; Parsons and Mitchell, 2002; Scassellati et al , 2012). People with ASD are more attuned to the mechanics of mouth movement rather than mouth-eyes feedback processing, according to two literature reviews (Falck-Ytter and von Hofsten, 2011; Guillon et al , 2014), where results confirm this theory for teenagers and adults but are mixed for younger children; and according to a more recent piece of research that shows that children with autism focus on mouth movements during emotional conversations (Hutchins and Brien, 2016).…”

Section: Virtual Play and Empathy In Atypical Developmentmentioning

confidence: 97%

Social and Emotional Learning in the age of virtual play: technology, empathy, and learning

Walker

Weidenbenner²

2019

JRIT

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Purpose Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy. Design/methodology/approach This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment. Findings Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations. Originality/value This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

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Virtual reality and robots for autism: moving beyond the screen

Cited by 18 publications

References 16 publications

Application of Virtual Reality Based on 3D-CTA in Intracranial Aneurysm Surgery

Application of Virtual Reality Based on 3D-CTA in Intracranial Aneurysm Surgery

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Social and Emotional Learning in the age of virtual play: technology, empathy, and learning

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