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Friday, May 8, 2009
Boulevard (Chicago Hilton)
Background:
iSocial is a multi-user collaborative three-dimensional virtual learning environment (3D-VLE) intended to engage youth with ASD in curriculum activities that target the remediation of core deficits in social functioning. 3D-VLEs have the potential to add social and physical attributes to traditional computer-supported learning, provide anytime and anywhere content delivery, allow for feedback, can adapt to users’ needs, and can record behavior for diagnosis and assessment. Prior research has shown that individuals with ASD can use and interpret VLEs successfully and use VLEs to learn simple social skills (Cobb et al., 2002; Mitchell, Parsons, & Leonard, 2007). However, prior work focused on single users practicing limited skill sets taught in isolation of other skills. By adapting and implementing in a 3D-VLE, a curriculum with demonstrated impact for improving social competence when implemented in a face-to-face small group setting (Stichter, et al., 2007), iSocial seeks to immerse youth in a multi-user VLE for multiple and integrated experiences so they may learn collaboratively with and from others.
Objectives:
A field test of a single unit from the social competence curriculum was undertaken during the Fall of 2008 at the University of Missouri’s Thompson Center for Autism and Neurodevelopmental Disorders. Two separate groups participated in six virtual lessons, each consisting of two youths (males on the autism spectrum, ages 11-14), an online guide, as well as a technical “helper” in the VLE, and a facilitator for each youth. In adherence to design research for system development, the key purposes of this initial field test were to (1) assess the efficacy of design decisions for adapting the face-to-face based curriculum into the new medium, (2) identify issues with system usage and (3) generate a trajectory for system improvement.
Methods:
Data collected during the field test consisted of a technology competency survey administered at the beginning of the study, social presence surveys, adapted from Bailenson, Beal et al. (2001), administered at the end of each session, screen and audio recordings of all participants’ sessions within the VLE and videotaped recordings of participants with their facilitators physically using computers for each session. Video data were analyzed utilizing an all-views qualitative analysis (AVQA) technique in which all participants’ virtual and real-world videos can be viewed and coded synchronously.
Results:
Preliminary results fall into four categories: (1) challenges of adapting a face-to-face curriculum into 3D-VLE medium, (2) challenges of enabling and shaping appropriate social interaction within the medium, (3) easing transitions and reducing distractions and (4) leveraging the engagement and enthusiasm of youth for being a part of iSocial toward achieving desired learning outcomes. Participants found iSocial to be easy to use, enjoyed their experience in the iSocial field test and engaged in pro-social behavior.
Conclusions:
The preliminary results provide numerous points of departure for further design, development and research into utilization of 3D-VLE technologies for facilitation of collaborative virtual social competence instruction for individuals with ASD.
iSocial is a multi-user collaborative three-dimensional virtual learning environment (3D-VLE) intended to engage youth with ASD in curriculum activities that target the remediation of core deficits in social functioning. 3D-VLEs have the potential to add social and physical attributes to traditional computer-supported learning, provide anytime and anywhere content delivery, allow for feedback, can adapt to users’ needs, and can record behavior for diagnosis and assessment. Prior research has shown that individuals with ASD can use and interpret VLEs successfully and use VLEs to learn simple social skills (Cobb et al., 2002; Mitchell, Parsons, & Leonard, 2007). However, prior work focused on single users practicing limited skill sets taught in isolation of other skills. By adapting and implementing in a 3D-VLE, a curriculum with demonstrated impact for improving social competence when implemented in a face-to-face small group setting (Stichter, et al., 2007), iSocial seeks to immerse youth in a multi-user VLE for multiple and integrated experiences so they may learn collaboratively with and from others.
Objectives:
A field test of a single unit from the social competence curriculum was undertaken during the Fall of 2008 at the University of Missouri’s Thompson Center for Autism and Neurodevelopmental Disorders. Two separate groups participated in six virtual lessons, each consisting of two youths (males on the autism spectrum, ages 11-14), an online guide, as well as a technical “helper” in the VLE, and a facilitator for each youth. In adherence to design research for system development, the key purposes of this initial field test were to (1) assess the efficacy of design decisions for adapting the face-to-face based curriculum into the new medium, (2) identify issues with system usage and (3) generate a trajectory for system improvement.
Methods:
Data collected during the field test consisted of a technology competency survey administered at the beginning of the study, social presence surveys, adapted from Bailenson, Beal et al. (2001), administered at the end of each session, screen and audio recordings of all participants’ sessions within the VLE and videotaped recordings of participants with their facilitators physically using computers for each session. Video data were analyzed utilizing an all-views qualitative analysis (AVQA) technique in which all participants’ virtual and real-world videos can be viewed and coded synchronously.
Results:
Preliminary results fall into four categories: (1) challenges of adapting a face-to-face curriculum into 3D-VLE medium, (2) challenges of enabling and shaping appropriate social interaction within the medium, (3) easing transitions and reducing distractions and (4) leveraging the engagement and enthusiasm of youth for being a part of iSocial toward achieving desired learning outcomes. Participants found iSocial to be easy to use, enjoyed their experience in the iSocial field test and engaged in pro-social behavior.
Conclusions:
The preliminary results provide numerous points of departure for further design, development and research into utilization of 3D-VLE technologies for facilitation of collaborative virtual social competence instruction for individuals with ASD.