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

Abstract

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.

Keywords:

• Virtual reality
• social skills
• autism
• instructional technology
• assistive technology
• mixed reality
• special education

Additional information

Notes on contributors

Adam Carreon

Adam Carreon is an assistant professor of special education in the Department of Elementary and Special Education at Georgia Southern University. Dr. Carreon’s research centers around innovative technology to support students with disabilities and special education teachers.

Sean J. Smith

Sean J. Smith is a professor of special education in the Department of Special Education at the University of Kansas. Dr. Smith’s research centers on innovations and technology solutions to support struggling learners.

Bruce Frey

Bruce Frey is a professor of special education in the Department of Educational Psychology at the University of Kansas. Dr. Frey’s research centers on classroom assessment, instrument development, and program evaluation.

Amber Rowland

Amber Rowland is an associate research professor with the Center for Research on Learning and the co-director of the Advanced Learning Technologies Division at the University of Kansas. Dr. Rowland’s research centers on supporting professional learning at a distance and pursuing methods for tapping into the collective capacity of educators and students.

Maggie Mosher

Maggie Mosher, Ph.D. ABD, is the Social Skill Content Strategist for Virtual-Reality Opportunities to Implement Scaffolded Skills (VOISS). She specializes in social-emotional development, innovative technology, multisensory instructional methods, tiered systems of support, and individualized instruction.