Strickland Dorothy C, McAllister David, Coles Claire D, Osborne Susan
Do2Learn, Raleigh, North Carolina (Dr Strickland); the Departments of Computer Science (Dr McAllister) and Education (Dr Osborne), North Carolina State University, Raleigh, North Carolina; and the Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, Georgia (Dr Coles).
Top Lang Disord. 2007 Jul 1;27(3):226-241. doi: 10.1097/01.tld.0000285357.95426.72.
This article describes an evolution of training programs to use first-person interaction in virtual reality (VR) situations to teach safety skills to children with autism spectrum disorder (ASD) and fetal alcohol spectrum disorder (FASD). Multiple VR programs for children aged 2 to 9 were built and tested between 1992 and 2007. Based on these results, a learning design evolved that uses practice in virtual space with guidance and correction by an animated character, strategic limitations on allowed actions to force correct patterning, and customization of worlds and responses to simplify user controls. This article describes program evolution by comparing design details and results as variations in behavioral responses between disorders, differences in skill set complexity between different safety skills being taught, and improved technology required changes in the virtual training methodology. A series of research projects are summarized in which the VR programs proved effective for teaching children with ASD and FASD new skills in the virtual space and, where measured, most children generalized the actions to the real world.
本文介绍了培训项目的演变，该项目利用虚拟现实（VR）情境中的第一人称互动，向自闭症谱系障碍（ASD）和胎儿酒精谱系障碍（FASD）儿童传授安全技能。1992年至2007年间，为2至9岁的儿童构建并测试了多个VR项目。基于这些结果，一种学习设计逐渐形成，即在虚拟空间中进行练习，并由动画角色进行指导和纠正，对允许的动作设置策略性限制以强制形成正确模式，以及对世界和反应进行定制以简化用户控制。本文通过比较设计细节和结果来描述项目的演变，这些结果包括不同障碍之间行为反应的差异、所教授的不同安全技能之间技能集复杂性差异，以及技术改进对虚拟训练方法的要求。总结了一系列研究项目，其中VR项目被证明在虚拟空间中教授ASD和FASD儿童新技能方面是有效的，并且在有测量的情况下，大多数儿童将这些动作推广到了现实世界。
