Learning experience design of verbal prompts in virtual reality-based training for autistic children

  • Jewoong Moon Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, Tuscaloosa, Alabama, United States
DOI: https://doi.org/10.25304/rlt.v32.3129
Keywords: autism spectrum disorder, virtual world, social skills, verbal prompts, learning experience design

Abstract

This study aimed to explore the design and development of verbal prompts in virtual reality (VR)-based social skills training for autistic children. Autism indicates a category with neurodiversity that influences individuals’ capability to engage in social and cognitive tasks. This complex neurodevelopmental condition manifests in a wide array of patterns, featuring unique experiences of each individual. This study explored both advantages and challenges encountered when autistic children interact with verbal prompts in multi-user, desktop VR-based social skills training. Our explanatory case study involved VR-based learning experiences of four autistic children. We used a qualitative thematic analysis to analyse the study participants’ interaction patterns with verbal prompts in the VR-based training. Our research can contribute to both theoretical knowledge and practical design guidelines for the creation of verbal prompts in desktop VR-based training programmes tailored for autistic children.

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Published
2024-03-07
How to Cite
Moon J. (2024). Learning experience design of verbal prompts in virtual reality-based training for autistic children. Research in Learning Technology, 32. https://doi.org/10.25304/rlt.v32.3129
Issue
Vol. 32 (2024)
Section
Original Research Articles
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