The DOI matches its Crossref record; 198 of the 200 references it cites were found in a registry or an index.
Virtual Reality Technology as an Educational and Intervention Tool for Autism Spectrum Disorder: Current Perspectives and Future Directions
Open accessPreprint — published as 10.3390/bs12050138
Abstract
Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training including social and interaction skills. The worldwide rising trend in the prevalence of autism spectrum disorder calls for innovative and efficacious techniques for assessment and treatment. The article offers a summary of current perspectives and evidence-based applications of VR technology as an educational and intervention tool for individuals with autism spectrum disorder, with a primary focus on social communication including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations as well as the disputes over the application of virtual reality to autism research and therapy are discussed and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, and the development of brain-based research and theoretical models.
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“Zhang et al. [66] in their recent research have supported this idea, presenting how students with autism can develop and practise their social and problem-solving skills through simulations of real-world scenarios that VR technologies are offering.”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [66]
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Metadata
- Authors
- Zhang, M., Ding, H., & Zhang, Y.
- Affiliations
- Shanghai Jiao Tong University (CN)
- University of Minnesota (US)
- Corresponding author
- Ding, Hongwei
- Zhang, Yang
- Venue
- Behavioral Sciences
- Publisher
- MDPI AG
- Published
- 2022-02-03
- Volume
- 12
- Issue
- 5
- Pages
- 138-138
- ISSN
- 2076-328X (ISSN-L)
- PMC
- PMC9137951
- OpenAlex
- W4280547228
- Cited by
- 211
- References
- 200
- Citations by year
- 2026: 33 · 2025: 63 · 2024: 70 · 2023: 39 · 2022: 6
- FWCI
- 6.21
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Behavioral Sciences (publishedVersion, cc-by)
- Preprints.org (acceptedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Social Science Fund of China (18ZDA293)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Keywords
- virtual reality, autism spectrum disorder, children, social communication, social skills training, emotion recognition, speech and language intervention, social skills, cognitive training, linguistic diversity
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