A Design Framework of Virtual Reality Enabled Experiential Learning for Children with Autism Spectrum Disorder

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)Not applicablepeer-review

View graph of relations

Author(s)

Detail(s)

Original languageEnglish
Title of host publicationBlended Learning
Subtitle of host publicationEducational Innovation for Personalized Learning
EditorsSimon K. S. Cheung, Lap-Kei Lee, Ivana Simonova, Tomas Kozel, Lam-For Kwok
PublisherSpringer Verlag
Chapter8
Pages93-102
ISBN (Electronic)978-3-030-21562-0
ISBN (Print)9783030215613
Publication statusPublished - 2019

Publication series

NameLecture Notes in Computer Science
Volume11546
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Title12th International Conference on Blended Learning (ICBL 2019)
PlaceCzech Republic
CityHradec Kralove
Period2 - 4 July 2019

Abstract

Experiential learning is one of the most widely applied learning theories for virtual reality enabled learning, because virtual reality environment, especially immersive virtual reality environment, allows learners to actively experiment and reflectively observe in a safe and authentic environment. Our previous studies have shown that experiential learning could also be applied within a virtual reality learning environment for children with autism spectrum disorder (ASD) in various learning domains. However, there is a lack of in-depth discussion on how to systematically design, engineer and evaluate virtual reality enabled experiential learning activities for children with ASD and other complications (e.g., anxiety disorder, attention deficit hyperactivity disorder (ADHD), etc.). In this paper, we share our experience on applying experiential learning theory on the design of social competence learning in the immersive virtual reality environment for the children ASD, in order to address two fundamental questions. First, how different immersive virtual reality environments, such as the CAVE and head-mounted displays, affect the design of the virtual reality learning scenarios. Second, how the virtual reality learning contents can be designed to facilitate experiential learning in an immersive virtual reality environment for the ASD population. Our small-scale study shows that children with ASD often need facilitation during experiential learning in the immersive virtual reality environment and our design of providing in-VR facilitation can meet their learning needs.

Research Area(s)

  • Autism spectrum disorder, Experiential learning, Virtual reality

Citation Format(s)

A Design Framework of Virtual Reality Enabled Experiential Learning for Children with Autism Spectrum Disorder. / Li, Chen; Ip, Horace Ho Shing; Ma, Po Ke.

Blended Learning: Educational Innovation for Personalized Learning. ed. / Simon K. S. Cheung; Lap-Kei Lee; Ivana Simonova; Tomas Kozel; Lam-For Kwok. Springer Verlag, 2019. p. 93-102 (Lecture Notes in Computer Science; Vol. 11546).

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)Not applicablepeer-review