Comparing immersive VR and non-immersive VR on social skill acquisition for students in middle school with ASD

Bibliographic Data

ID21744272
AuthorsAdam Carreon (0000-0001-9677-8025, Georgia Southern University, corresponding author), Sean J Smith (0000-0002-4566-8018, University of Kansas), Bruce B Frey (University of Kansas), Bruce Frey (University of Kansas, Lawrence, KS), Amber Rowland (0000-0003-3503-430X, University of Kansas), Maggie Mosher (0000-0001-9079-231X, University of Kansas)
Year2024
Volume56
Issue5
Pages530-543
Publication date2024-09-02
Open AccessNo
TypeARTICLE
VenueJournal of Research on Technology in Education (JOURNAL)
Journal identifiersISSN: 1539-1523 • E-ISSN: 1945-0818
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2023.2182851
OpenAlexW4322756415
LanguageEN
Citations received3
References cited31

Virtual reality (VR) has evolved to include non-immersive to fully-immersive experiences for the classroom. This study seeks to understand the potential effects VR may offer, specifically characteristics associated with how a student experiences a VR intervention and the effects of using a VR device for learning. A group experimental design was used to compare a fully-immersive VR intervention and an identical non-immersive VR intervention for a group of middle school participants with ASD (N = 22). Participants were randomly assigned a screen-based VR experience or a head-mounted display VR experience through rolling randomization. Results indicate that while the more immersive condition did not produce higher acquisition than the non-immersive condition, both device conditions did produce significant increases in learning

Human–computer interaction · Immersive technology · Multimedia · Virtual reality · Computer Science · Psychology · Stroke Rehabilitation and Recovery · Tactile and Sensory Interactions · Virtual Reality Applications and Impacts

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