The DOI matches its Crossref record; 57 of the 58 references it cites were found in a registry or an index.
Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse
Open accessAbstract
Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“This is also true for neurodivergent or disabled children, as the metaverse holds potential for inclusivity, allowing children with disabilities to participate in activities that might be challenging in the physical world (Hutson, 2022).”
From Virtual Reality Risks for Children in the Metaverse: An Examination through Criminological Perspectives (2026) · cites this paper as Hutson, 2022
Citations
Cites
Huang, H., Rauch, U., & Liaw, S.-S. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.05.014 · Cited by 1,047
Parsons, S., & Mitchell, P. (2002) · Journal of Intellectual Disability Research · doi:10.1046/j.1365-2788.2002.00425.x · Cited by 553
"On the Internet No One Knows I'm an Introvert": Extroversion, Neuroticism, and Internet Interaction
Amichai‐Hamburger, Y., Wainapel, G., & Fox, S. (2002) · CyberPsychology & Behavior · doi:10.1089/109493102753770507 · Cited by 552
Kraus, S., Kanbach, D. K., Krysta, P. M., Steinhoff, M. M., & Tomini, N. (2022) · International Journal of Entrepreneurial Behaviour & Research · doi:10.1108/ijebr-12-2021-0984 · Cited by 455
Virtual Reality Job Interview Training in Adults with Autism Spectrum Disorder
Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B., Olsen, D. E., Bell, M. D., & Fleming, M. F. (2014) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2113-y · Cited by 428
Mesa‐Gresa, P., Gil-Gómez, H., Lozano-Quilis, J.-A., & Gil‐Gómez, J. (2018) · Sensors · doi:10.3390/s18082486 · Cited by 410
The potential of immersive virtual reality to enhance learning: A meta-analysis
Coban, M., Bolat, Y. I., & Goksu, I. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100452 · Cited by 354
Mitchell, P., Parsons, S., & Leonard, A. (2006) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0189-8 · Cited by 345
A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning
Salzman, M., Dede, C., Loftin, R. B., & Chen, J. (1999) · PRESENCE Virtual and Augmented Reality · doi:10.1162/105474699566242 · Cited by 332
Suh, W., & Ahn, S. (2022) · Journal of Intelligence · doi:10.3390/jintelligence10010017 · Cited by 317
Research works printed but not linked: 4
- Neuhaus, J. (2019). Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers, West Virginia University Press.
- Dhawan, E. (2021). Digital Body Language: How to Build Trust and Connection, No Matter the Distance, St. Martin’s Press.
- Johnson, A., Roussos, M., Leigh, J., Vasilakis, C., Barnes, C., and Moher, T. (1998, January 14–18). The NICE project: Learning together in a virtual world. Proceedings of the IEEE 1998 Virtual Reality Annual International Symposium, Atlanta, GA, USA.
- Hussein, M., and Nätterdal, C. (2015). The Benefits of Virtual Reality in Education. A Comparision Study. [Bachelor’s Thesis, University of Gothenburg].
Cited by
Sorted by citations
The Metaverse: A new digital frontier for consumer behavior
Hadi, R., Melumad, S., & Park, E. S. (2023) · Journal of Consumer Psychology · doi:10.1002/jcpy.1356 · Cited by 472
Al-Ghaili, A. M., Kasim, H., Al‐Hada, N. M., Hassan, Z., Othman, M., Hussain, T. J., Kasmani, R. M., & Shayea, I. A. M. (2022) · IEEE Access · doi:10.1109/access.2022.3225638 · Cited by 191
Advances in Metaverse Investigation: Streams of Research and Future Agenda
Trunfio, M., & Rossi, S. (2022) · Virtual Worlds · doi:10.3390/virtualworlds1020007 · Cited by 106
Al-Sharafi, M. A., Al‐Emran, M., Al-Qaysi, N., Iranmanesh, M., & Ibrahim, N. (2023) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2023.2260984 · Cited by 97
Metaverse applications in education: a systematic review and a cost-benefit analysis
Camilleri, M. A. (2023) · Interactive Technology and Smart Education · doi:10.1108/itse-01-2023-0017 · Cited by 105
Metadata
- Authors
- Hutson, J.
- Affiliations
- Lindenwood University (US)
- Corresponding author
- Hutson, James
- ORCID
- Hutson, James
- Venue
- Societies
- Publisher
- MDPI AG
- Published
- 2022-07-07
- Volume
- 12
- Issue
- 4
- Pages
- 102
- ISSN
- 2075-4698 (ISSN-L)
- OpenAlex
- W4284713669
- Cited by
- 107
- References
- 58
- Citations by year
- 2026: 6 · 2025: 18 · 2024: 22 · 2023: 54 · 2022: 7
- FWCI
- 12.48
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Societies (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Education › Educational Technology in Learning
- Social Sciences › Education › Education and Learning Interventions
- Keywords
- social virtual reality, metaverse, neurodivergence, autism spectrum disorder, introversion, inclusivity, immersive learning, postsecondary education, remote collaboration, workplace communication
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
