Authors: Megan Sorensen, Lianna Olsen, Maleah Bowen
Mentors: Ryan Kellems, Cade Charlton
Insitution: Brigham Young University
This research explores how virtual reality can help children with autism. It explores the effects of an intervention using virtual reality to assess the usability of virtual reality for children with autism.
There are more than 200 studies that show that video modeling is a viable way to teach students with autism various skills. Research has started to explore if virtual reality is also a successful way to teach students with autism similar skills. Different studies have been conducted regarding social skills and cognitive skills and how they can be taught using virtual reality. There is very little research about fine-motor skills and virtual reality for individuals with disabilities. Our research adds to that research, but specifically explores fine-motor skills and the feasibility of using virtual reality with children with autism.
The study uses a single subject research design with 5-10 participants with autism. Before starting data collection, the participant completes a brief tutorial for how to use virtual reality. One tutorial is for how to use the controllers and the other is for how to use the hand-tracking feature that allows the participant to use their hands instead of the controllers. The study is an alternating-treatment design. The individual is given a specific task to complete using the playroom items found in the “First Steps” application on the Oculus Quest. For example, they are asked to stack blocks, throw paper airplanes, etc. They either complete the task using the controllers or with the handtracking feature based upon a random schedule and the latency of the trial is measured. The data compares hand-tracking and controllers and measures whether the participant is getting faster with every trial.
It was hypothesized that the students will be able to learn how to use the virtual reality interface and that they will be able to generalize the skills learned to other settings and/or skills, and that the interventions will be viewed by the participant and parents as socially valid ways to learn. It was anticipated that the participant will get increasingly faster at completing the tasks for both hand-tracking and with the controllers. It was also anticipated that the rate of completing tasks with controllers will be faster than that of hand-tracking. Preliminary date has shown this relationship to be true. Future research will explore the specific practices of how virtual reality can be best used for children with autism.