Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, Tuscaloosa, AL, USA.
Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA.
J Autism Dev Disord. 2024 Aug;54(8):2826-2846. doi: 10.1007/s10803-023-06021-7. Epub 2023 May 28.
The purpose of this single-case experimental design (SCED) study is to investigate how adaptive prompts in virtual reality (VR)-based social skills training affect the social skills performance of autistic children. Adaptive prompts are driven by autistic children's emotional states. To integrate adaptive prompts in VR-based training, we conducted speech data mining and endorsed micro-adaptivity design. We recruited four autistic children (12-13 years) for the SCED study. We carried out alternating treatments design to evaluate the impacts of adaptive and non-adaptive prompting conditions throughout a series of VR-based social skills training sessions. Using mixed-method data collection and analyses, we found that adaptive prompts can foster autistic children's desirable social skills performance in VR-based training. Based on the study findings, we also describe design implications and limitations for future research.
本单案例实验设计（SCED）研究旨在探讨基于虚拟现实（VR）的社交技能训练中的适应性提示如何影响自闭症儿童的社交技能表现。适应性提示是根据自闭症儿童的情绪状态驱动的。为了将适应性提示整合到 VR 训练中，我们进行了语音数据挖掘并支持微适应性设计。我们招募了四名自闭症儿童（12-13 岁）参与 SCED 研究。我们进行了交替治疗设计，以在一系列基于 VR 的社交技能培训课程中评估适应性和非适应性提示条件的影响。通过混合方法数据收集和分析，我们发现适应性提示可以促进自闭症儿童在 VR 训练中表现出理想的社交技能。基于研究结果，我们还描述了未来研究的设计意义和局限性。
