Using Virtual Reality Head-Mounted Displays in Schools with Autistic Children

Views, Experiences, and Future Directions

Bibliographic Data

ID22004501
AuthorsNigel Newbutt (0000-0001-9385-5267, University of the West of England, corresponding author), Ryan Bradley (0000-0002-8073-3671, University of the West of England), Iian Conley (University of the West of England)
Year2020
Volume23
Issue1
Pages23-33
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCyberpsychology Behavior and Social Networking (JOURNAL)
Journal identifiersISSN: 2152-2715 • E-ISSN: 2152-2723
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1089/cyber.2019.0206
PMID31502866
OpenAlexW2972786563
LanguageEN
Citations received9
References cited17

This article seeks to place children on the autism spectrum at the center of a study examining the potential of virtual reality (VR) head-mounted displays (HMDs) used in classrooms. In doing so, we provide data that address 3 important and often overlooked research questions in the field of autism and technology, working in school-based settings with 31 autistic children from 6 to 16 years of age. First, what type of VR HMD device (and experiences therein) are preferred by children on the autism spectrum using HMDs (given possible sensory concerns). Second, how do children on the autism spectrum report the physical experience, enjoyment, and potential of VR HMDs in their classrooms? Finally, we were interested in exploring what children on the autism spectrum would like to use VR in schools for? Through a mixed methods approach, we found that costly and technologically advanced HMDs were preferred (namely: HTC Vive). In addition, HMDs were reported as being enjoyable, physically and visually comfortable, easy to use, and exciting, and children wanted to use them again. They identified several potential usages for HMDs, including relaxing/feeling calm, being able to explore somewhere virtually before visiting in the real world, and to develop learning opportunities in school. We discuss these findings in the context of VR in classrooms, in addition to considering limitations and implication of our findings

Autism · Autism spectrum disorder · Autistic spectrum · Developmental psychology · Feeling · Human–computer interaction · Optical head-mounted display · Virtual reality · Computer Science · Psychology · Social Psychology · Stroke Rehabilitation and Recovery · Tactile and Sensory Interactions · Virtual Reality Applications and Impacts · Artificial Intelligence

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