Understanding experiences and interactions of children with Asperger’s syndrome in Virtual Reality-based learning systems
Bibliographic Data
Asperger’s syndrome is part of the large group of Autism Spectrum Disorders. Children with Asperger’s syndrome suffer from communication difficulties, which leads to disabilities related to social skills and learning. One of the novel suggested approaches to help in their social interaction and learning has been the use of Virtual Reality environments. Following this path, in this long-term study, we explored the social interaction and communication of children with Asperger’s syndrome within a Virtual Reality-based learning system. Children with Asperger’s syndrome used the system in a controlled environment for three months. By conducting a qualitative study based on Constructivist Grounded Theory methods and the Experimental Analysis of Behavior, involving the children, their teachers and mental health experts, we perceived that after initially demonstrating discomfort with the system’s characters, children interacted with the characters of the VR system, facing their communication difficulties, and expressing emotional states (e.g. fear, shyness, and probable suicidal desire). Based on the results, we provide novel insights related to the perception of children with Asperger’s syndrome regarding the use of Virtual Reality-based learning systems
Asperger syndrome · Autism · Cognitive psychology · Developmental psychology · Educational technology · Human–computer interaction · Mathematics education · Multimedia · Virtual reality · Autism Spectrum Disorder Research · Computer Science · Educational Games and Gamification · Psychology · Virtual Reality Applications and Impacts
Virtual Reality
Immersive virtual reality in the age of the Metaverse
A Literature Review on Immersive Virtual Reality in Education
Asperger's syndrome
Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment
Systematic literature review and bibliometric analysis on virtual reality and education
From presence to consciousness through virtual reality
Are theories of learning necessary?
The Discovery of Grounded Theory
Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
Feeling Small or Standing Tall? Height Manipulation Affects Speech Anxiety and Arousal in Virtual Reality
Virtual reality enhances the social skills of children with autism spectrum disorder
Enhance affective expression and social reciprocity for children with autism spectrum disorder
A systematic review
A meta-analysis of virtual reality training programs for social skill development
Children on the Autism Spectrum and the Use of Virtual Reality for Supporting Social Skills
Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities
Altered brain network organization in adults with Asperger's syndrome
First Application of Fecal Microbiota Transplantation in Adult Asperger Syndrome With Digestive Symptoms—A Case Report
Impact of the Covid-19 Pandemic on Psychosocial Well-being and Adaptation in Children and Adolescents with Asperger’s Syndrome
Defining Virtual Reality
Grounded theory research
Animal-Assisted Therapy
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |