School-Based Immersive Virtual Reality Learning to Enhance Pragmatic Language and Social Communication in Children with ASD and SCD
Bibliographic Data
| ID | 22046318 |
|---|---|
| Authors | Phichete Julrode (0009-0003-0357-3947, Chiang Mai University), Kitti Puritat (0000-0003-0681-3064, Chiang Mai University), Pakinee Ariya (Chiang Mai University), Kannikar Intawong (0000-0003-2704-9595, Chiang Mai University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 141 |
| Publication date | 2026-01-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010141 |
| OpenAlex | W7124454129 |
| Language | EN |
| References cited | 32 |
Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, school-based immersive Virtual Reality (VR) learning program designed to enhance pragmatic language and social communication skills among Thai primary school children. Eleven participants aged 7–12 years completed a three-week, ten-session VR program that simulated authentic classroom, playground, and canteen interactions aligned with Thai sociocultural norms. Outcomes were measured using the Social Communication Questionnaire (SCQ) and the Pragmatic Behavior Observation Checklist (PBOC). While SCQ scores showed a small, non-significant reduction (p = 0.092), PBOC results demonstrated significant improvements in three foundational pragmatic domains: Initiation and Responsiveness (p = 0.032), Turn-Taking and Conversational Flow (p = 0.037), and Politeness and Register (p = 0.010). Other domains showed no significant changes. These findings suggest that immersive, culturally relevant VR environments can support early gains in core pragmatic language behaviors within educational settings, although broader social communication outcomes may require longer or more intensive learning experiences
Autism · Autism spectrum disorder · Checklist · Cultural learning · Language acquisition · Social communication · Social relation · Sociocultural evolution · Virtual reality · Assistive Technology in Communication and Mobility · Autism Spectrum Disorder Research · Language Development and Disorders
Diagnostic and Statistical Manual of Mental Disorders
Diagnostic and Statistical Manual of Mental Disorders
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder
The role and interpretation of pilot studies in clinical research
An Implicit Technology of Generalization 1
Estimating the sample size for a pilot randomised trial to minimise the overall trial sample size for the external pilot and main trial for a continuous outcome variable
Rehabilitation therapy for children with autism based on interactive VR-motion serious game intervention
Designing Gamified Virtual Reality Intervention Based on Experiential Learning to Enhance Social Reciprocity in Children with Autism Spectrum Disorder
Research Review
An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism
| Citation velocity | historical |
|---|---|
| Highly cited | No |