Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Horace H. S. Ip; Simpson W. L. Wong; Dorothy F. Y. Chan; Julia Byrne; Chen Li; Vanessa S. N. Yuan; Kate S. Y. Lau; Joe Y. W. Wong

doi:10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Horace H. S. Ip^*, Simpson W. L. Wong, Dorothy F. Y. Chan, Julia Byrne, Chen Li, Vanessa S. N. Yuan, Kate S. Y. Lau, Joe Y. W. Wong

^*Corresponding author for this work

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

41 Citations (Scopus)

Abstract

The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

Original language	English
Title of host publication	Blended Learning: Aligning Theory with Practices
Subtitle of host publication	9th International Conference, ICBL 2016, Proceedings
Editors	Junjie Shang, Aihua Wang, Reggie Kwan, Lam-for Kwok, Simon K.S. Cheung
Publisher	Springer Verlag
Pages	94-102
Volume	9757
ISBN (Print)	9783319411644
DOIs	https://doi.org/10.1007/978-3-319-41165-1_9
Publication status	Published - 2016
Event	9th International Conference on Blended Learning, ICBL 2016 - Peking University, Beijing, China Duration: 19 Jul 2016 → 21 Jul 2016

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9757
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	9th International Conference on Blended Learning, ICBL 2016
Place	China
City	Beijing
Period	19/07/16 → 21/07/16

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Research Keywords

Autism spectrum disorders
Inclusive education
Social adaptation
Virtual reality

Access Output

10.1007/978-3-319-41165-1_9

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Permanent Link

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Ip, H. H. S., Wong, S. W. L., Chan, D. F. Y., Byrne, J., Li, C., Yuan, V. S. N., Lau, K. S. Y., & Wong, J. Y. W. (2016). Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). In J. Shang, A. Wang, R. Kwan, L. Kwok, & S. K. S. Cheung (Eds.), Blended Learning: Aligning Theory with Practices: 9th International Conference, ICBL 2016, Proceedings (Vol. 9757, pp. 94-102). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9757). Springer Verlag. https://doi.org/10.1007/978-3-319-41165-1_9

Ip, Horace H. S. ; Wong, Simpson W. L. ; Chan, Dorothy F. Y. et al. / Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). Blended Learning: Aligning Theory with Practices: 9th International Conference, ICBL 2016, Proceedings. editor / Junjie Shang ; Aihua Wang ; Reggie Kwan ; Lam-for Kwok ; Simon K.S. Cheung. Vol. 9757 Springer Verlag, 2016. pp. 94-102 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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title = "Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)",

abstract = "The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE{\texttrademark} VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.",

keywords = "Autism spectrum disorders, Inclusive education, Social adaptation, Virtual reality",

author = "Ip, {Horace H. S.} and Wong, {Simpson W. L.} and Chan, {Dorothy F. Y.} and Julia Byrne and Chen Li and Yuan, {Vanessa S. N.} and Lau, {Kate S. Y.} and Wong, {Joe Y. W.}",

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series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

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pages = "94--102",

editor = "Junjie Shang and Aihua Wang and Reggie Kwan and Lam-for Kwok and Cheung, {Simon K.S.}",

booktitle = "Blended Learning: Aligning Theory with Practices",

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note = "9th International Conference on Blended Learning, ICBL 2016 ; Conference date: 19-07-2016 Through 21-07-2016",

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Ip, HHS, Wong, SWL, Chan, DFY, Byrne, J, Li, C, Yuan, VSN, Lau, KSY & Wong, JYW 2016, Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). in J Shang, A Wang, R Kwan, L Kwok & SKS Cheung (eds), Blended Learning: Aligning Theory with Practices: 9th International Conference, ICBL 2016, Proceedings. vol. 9757, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9757, Springer Verlag, pp. 94-102, 9th International Conference on Blended Learning, ICBL 2016, Beijing, China, 19/07/16. https://doi.org/10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). / Ip, Horace H. S.; Wong, Simpson W. L.; Chan, Dorothy F. Y. et al.
Blended Learning: Aligning Theory with Practices: 9th International Conference, ICBL 2016, Proceedings. ed. / Junjie Shang; Aihua Wang; Reggie Kwan; Lam-for Kwok; Simon K.S. Cheung. Vol. 9757 Springer Verlag, 2016. p. 94-102 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9757).

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

TY - GEN

T1 - Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

AU - Ip, Horace H. S.

AU - Wong, Simpson W. L.

AU - Chan, Dorothy F. Y.

AU - Byrne, Julia

AU - Li, Chen

AU - Yuan, Vanessa S. N.

AU - Lau, Kate S. Y.

AU - Wong, Joe Y. W.

PY - 2016

Y1 - 2016

N2 - The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

AB - The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

KW - Autism spectrum disorders

KW - Inclusive education

KW - Social adaptation

KW - Virtual reality

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DO - 10.1007/978-3-319-41165-1_9

M3 - RGC 32 - Refereed conference paper (with host publication)

SN - 9783319411644

VL - 9757

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 94

EP - 102

BT - Blended Learning: Aligning Theory with Practices

A2 - Shang, Junjie

A2 - Wang, Aihua

A2 - Kwan, Reggie

A2 - Kwok, Lam-for

A2 - Cheung, Simon K.S.

PB - Springer Verlag

T2 - 9th International Conference on Blended Learning, ICBL 2016

Y2 - 19 July 2016 through 21 July 2016

ER -

Ip HHS, Wong SWL, Chan DFY, Byrne J, Li C, Yuan VSN et al. Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD). In Shang J, Wang A, Kwan R, Kwok L, Cheung SKS, editors, Blended Learning: Aligning Theory with Practices: 9th International Conference, ICBL 2016, Proceedings. Vol. 9757. Springer Verlag. 2016. p. 94-102. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-41165-1_9

Virtual reality enabled training for social adaptation in inclusive education settings for school-aged children with autism spectrum disorder (ASD)

Abstract

Publication series

Conference

UN SDGs

Research Keywords

Access Output

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