Virtual reality educational scenarios for students with ASD: Instruments validation and design of STEM programmatic contents

IF 2.2 4区医学 Q1 EDUCATION, SPECIAL

Research in Autism Spectrum Disorders Pub Date : 2024-11-29 DOI:10.1016/j.rasd.2024.102521

Rui Manuel Silva , Paulo Martins , Tânia Rocha

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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.

查看原文本刊更多论文

ASD学生的虚拟现实教育场景：STEM编程内容的仪器验证和设计

虚拟现实（VR）正在使教育更具吸引力和可及性，特别是对于患有自闭症谱系障碍（ASD）的学生，以创新的方式促进包容和STEM技能的发展。文献仍然显示，在适应这些学生的具体需求的适当教育资源方面存在重大差距，导致他们融入的困难。随着对包容性教育方法的需求日益增长，找到支持这些学生的解决方案至关重要。本研究的目的是验证数据收集方法，该方法将为自闭症学生开发具有STEM内容的虚拟学习环境。方法采用设计科学研究（DSR）方法为ASD学生开发虚拟现实人工制品。此外，在专家参与阶段应用了德尔菲法，这将有助于验证人工制品的具体要求。这两种方法都将为人工制品的开发提供包容和独特的方法，旨在提供创新的教育体验，满足自闭症学生的不同需求和学习风格，优化建议的VLE的有效性。结果专家对该方法的认可程度较高，表明了该方法的潜在积极影响，但仍有一些方面有待改进，以确保该方法更加全面和有效。本研究强调了ASD学生创新虚拟现实项目的成功验证，强调了跨学科合作的重要性以及对推进全纳教育的巨大贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Autism Spectrum Disorders Multiple-

CiteScore

4.20

自引率

8.00%

发文量

108

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.