{"title":"Virtual reality educational scenarios for students with ASD: Instruments validation and design of STEM programmatic contents","authors":"Rui Manuel Silva , Paulo Martins , Tânia Rocha","doi":"10.1016/j.rasd.2024.102521","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Virtual Reality (VR) is making education more engaging and accessible, especially for students with Autism Spectrum Disorders (ASD), promoting inclusion and the development of STEM skills in innovative ways. The literature still reveals a significant gap in terms of appropriate educational resources adapted to the specific needs of these students, resulting in difficulties in their inclusion. With the growing need for inclusive approaches in education, it is essential to find solutions to support these students. The aim of this study is to validate the data collection methodology that will enable the development of Virtual Learning Environments with STEM content for students with ASD.</div></div><div><h3>Methods</h3><div>The Design Science Research (DSR) methodology was used to develop a VR artefact for students with ASD. In addition, the Delphi method was applied in the expert involvement phase, which will contribute to the validation of the artefact's specific requirements. Both will allow for an inclusive and distinctive approach to the development of an artefact, with the aim of offering an innovative educational experience, meeting the varied needs and learning styles of students with ASD, optimising the effectiveness of the proposed VLE.</div></div><div><h3>Results</h3><div>The results show a strong acceptance among experts, highlighting the potential positive impact of this approach, although there are aspects to be improved to ensure a more comprehensive and effective approach.</div></div><div><h3>Conclusions</h3><div>This study highlights the successful validation of an innovative virtual reality programme for students with ASD, highlighting the importance of interdisciplinary collaboration and the strong contribution to the advancement of inclusive education.</div></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"119 ","pages":"Article 102521"},"PeriodicalIF":2.2000,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Autism Spectrum Disorders","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S175094672400196X","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Virtual Reality (VR) is making education more engaging and accessible, especially for students with Autism Spectrum Disorders (ASD), promoting inclusion and the development of STEM skills in innovative ways. The literature still reveals a significant gap in terms of appropriate educational resources adapted to the specific needs of these students, resulting in difficulties in their inclusion. With the growing need for inclusive approaches in education, it is essential to find solutions to support these students. The aim of this study is to validate the data collection methodology that will enable the development of Virtual Learning Environments with STEM content for students with ASD.
Methods
The Design Science Research (DSR) methodology was used to develop a VR artefact for students with ASD. In addition, the Delphi method was applied in the expert involvement phase, which will contribute to the validation of the artefact's specific requirements. Both will allow for an inclusive and distinctive approach to the development of an artefact, with the aim of offering an innovative educational experience, meeting the varied needs and learning styles of students with ASD, optimising the effectiveness of the proposed VLE.
Results
The results show a strong acceptance among experts, highlighting the potential positive impact of this approach, although there are aspects to be improved to ensure a more comprehensive and effective approach.
Conclusions
This study highlights the successful validation of an innovative virtual reality programme for students with ASD, highlighting the importance of interdisciplinary collaboration and the strong contribution to the advancement of inclusive education.
期刊介绍：
Research in Autism Spectrum Disorders (RASD) publishes high quality empirical articles and reviews that contribute to a better understanding of Autism Spectrum Disorders (ASD) at all levels of description; genetic, neurobiological, cognitive, and behavioral. The primary focus of the journal is to bridge the gap between basic research at these levels, and the practical questions and difficulties that are faced by individuals with ASD and their families, as well as carers, educators and clinicians. In addition, the journal encourages submissions on topics that remain under-researched in the field. We know shamefully little about the causes and consequences of the significant language and general intellectual impairments that characterize half of all individuals with ASD. We know even less about the challenges that women with ASD face and less still about the needs of individuals with ASD as they grow older. Medical and psychological co-morbidities and the complications they bring with them for the diagnosis and treatment of ASD represents another area of relatively little research. At RASD we are committed to promoting high-quality and rigorous research on all of these issues, and we look forward to receiving many excellent submissions.
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