Understanding experiences and interactions of children with Asperger’s syndrome in Virtual Reality-based learning systems

Abstract

Asperger’s syndrome is part of the large group of Autism Spectrum Disorders. Children with Asperger’s syndrome suffer from communication difficulties, which leads to disabilities related to social skills and learning. One of the novel suggested approaches to help in their social interaction and learning has been the use of Virtual Reality environments. Following this path, in this long-term study, we explored the social interaction and communication of children with Asperger’s syndrome within a Virtual Reality-based learning system. Children with Asperger’s syndrome used the system in a controlled environment for three months. By conducting a qualitative study based on Constructivist Grounded Theory methods and the Experimental Analysis of Behavior, involving the children, their teachers and mental health experts, we perceived that after initially demonstrating discomfort with the system’s characters, children interacted with the characters of the VR system, facing their communication difficulties, and expressing emotional states (e.g. fear, shyness, and probable suicidal desire). Based on the results, we provide novel insights related to the perception of children with Asperger’s syndrome regarding the use of Virtual Reality-based learning systems.