Using immersive virtual environments for teaching and socializing children with autism spectrum disorder

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Abstract

The authors' research interests are focused on the development of preschool children with autism spectrum disorder and the potential of virtual reality technologies for teaching and developing children in a gaming environment. The article reviews articles published in peer-reviewed journals and posted in the Scopus database and the Google Scholar search engine for scientific publications over the past 10 years. The objective of the review is to identify international research experience regarding the impact of virtual environments and hardware on children with autism spectrum disorder, their potential effectiveness, recommended conditions and limitations of using virtual reality for social adaptation, development of communication, cognitive and motivational skills. The articles analyzed in the review focus on the following issues: the potential and results of using different types of virtual reality technologies for developing various skills and abilities in children with autism; using virtual reality to work with problems and risks; as well as the features, limitations and safety of using virtual reality headsets by children with autism spectrum disorder. It is recommended to use immersive virtual environments for children with autism under the following conditions: the presence of close and trusted people (caregivers or parents), the presence of real game objects for switching children after exiting the virtual environment and distracting attention from possible negative effects of using gadgets, continuing communication with the child after a virtual reality session in a normal physical space to practice the skill being taught, specific time limits for staying in the virtual environment, etc. It is concluded that the results of using virtual reality technologies remain contradictory, but valid data from scientific research allow us to assert that the use of immersive virtual environments is acceptable, can be effective for teaching children with autism spectrum disorder and, if certain conditions are met, is adequately perceived by them.

About the authors

Vlada V. Kugurakova

Kazan Federal (Volga Region) University

Email: vlada.kugurakova@gmail.com
ORCID iD: 0000-0002-1552-4910
SPIN-code: 2678-6374
Scopus Author ID: 57188740334
ResearcherId: C-3357-2016

Cand. Sci. (Tech.), Assoc. Prof., Depart. of Software Engineering; Head and Senior Researcher, Digital Media Lab, Institute of Information Technology and Intelligent Systems

Russian Federation, Kazan

Guzel Ya. Guzelbaeva

Kazan Federal (Volga Region) University; Kazan State Medical University

Author for correspondence.
Email: Guzel.Guzelbaeva@kpfu.ru
ORCID iD: 0000-0002-9123-1124
SPIN-code: 1071-2009
Scopus Author ID: 57219126341
ResearcherId: ABF-6952-2020

Cand. Sci. (Soc.), Assoc. Prof., Senior Researcher, Digital Media Lab, Institute of Information Technology and Intelligent Systems; Assoc. Prof., Depart. of History, Philosophy and Sociology

Russian Federation, Kazan; Kazan

Elvira A. Sadretdinova

Kazan Federal (Volga Region) University

Email: balan7@yandex.ru
ORCID iD: 0000-0001-8808-6205
SPIN-code: 3842-7763

Cand. Sci. (Phsy.), Assoc. Prof., Head, Kindergarten for Children with ASD; Assoc. Prof., Depart. of Preschool and Elementary Education, Institute of Psychology and Education

Russian Federation, Kazan

Anton A. Boltushkin

Kazan Federal (Volga Region) University

Email: boltushkinalex@gmail.com
ORCID iD: 0009-0000-8519-0306

Junior Researcher, Open Lab SIM — virtual and simulation technologies in biomedicine, Institute of Information Technology and Intelligent Systems

Russian Federation, Kazan

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