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Formative Design and Evaluation of an Immersive Learning Intervention for Adults with Autism: Design and Research Implications

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Immersive Learning Research Network (iLRN 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1044))

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Abstract

We present here the formative design and evaluation of Virtuoso, an immersive learning intervention for adults significantly impacted by autism. The intervention consisted of two components: a spherical, video-based VR intervention, and a headset-based VR intervention. VR-based interventions such as Virtuoso have garnered a modest basis of empirical support, but more is needed. The focus of the intervention was on using public transportation. Usage testing utilized multi-methods, including observational and survey methods. Results suggest a very positive user experience for participants using both video-based and headset-based VR, indicating the video-based condition was more relevant and easy to use. Implications for design and future directions for research related to VR-based interventions for individuals with autism are discussed.

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Author information

Authors and Affiliations

  1. Department of Instructional Design and Technology, University of Cincinnati, Cincinnati, OH, USA

    Matthew Schmidt & Noah Glaser

  2. Department of Curriculum and Instruction, University of Arkansas, Fayetteville, AR, USA

    Dennis Beck & Fahad Abdeen

  3. Department of Special Education, University of Cincinnati, Cincinnati, OH, USA

    Carla Schmidt

Authors
  1. Matthew Schmidt
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  2. Dennis Beck
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  3. Noah Glaser
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  4. Carla Schmidt
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  5. Fahad Abdeen
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Corresponding author

Correspondence to Dennis Beck .

Editor information

Editors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    Dennis Beck

  2. British Telecom Research Labs, Ipswich, UK

    Anasol Peña-Rios

  3. University Libraries, Virginia Tech, Blacksburg, VA, USA

    Todd Ogle

  4. University of Westminster, London, UK

    Daphne Economou

  5. Computer Science, University of Westminster, London, UK

    Markos Mentzelopoulos

  6. Universidade Aberta, Coimbra, Portugal

    Leonel Morgado

  7. California Polytechnic State University, San Luis Obispo, CA, USA

    Christian Eckhardt

  8. Institute for Information Systems and Computer Media, Graz University of Technology, Graz, Steiermark, Austria

    Johanna Pirker

  9. Institute for Software Technology, Graz University of Technology, Graz, Steiermark, Austria

    Roxane Koitz-Hristov

  10. Salish Kootenai College, Pablo, MT, USA

    Jonathon Richter

  11. Institute for Information Systems and Computer Media, Graz University of Technology, Graz, Steiermark, Austria

    Christian Gütl

  12. University of Essex, Colchester , UK

    Michael Gardner

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Schmidt, M., Beck, D., Glaser, N., Schmidt, C., Abdeen, F. (2019). Formative Design and Evaluation of an Immersive Learning Intervention for Adults with Autism: Design and Research Implications. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2019. Communications in Computer and Information Science, vol 1044. Springer, Cham. https://doi.org/10.1007/978-3-030-23089-0_6

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  • DOI: https://doi.org/10.1007/978-3-030-23089-0_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-23088-3

  • Online ISBN: 978-3-030-23089-0

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