Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/534
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dc.contributor.authorKe, Fengfeng
dc.contributor.authorMoon, Jewoong
dc.date.accessioned2018-11-04T23:26:23Z
dc.date.accessioned2018-11-04T22:39:27Z-
dc.date.available2018-11-04T23:26:23Z
dc.date.available2018-11-04T22:39:27Z-
dc.date.issued2018-07
dc.identifier.citationKe, F. & Moon, J. (2018). Examining Virtual Reality Based Learning Design for Children with Autism via Seasonal Index Analysis. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.973
dc.identifier.urihttps://repository.isls.org//handle/1/534-
dc.description.abstractThis mixed-method study aims to examine the design features and effectiveness of virtual reality (VR) based, social skill learning tasks that aim to promote the social competencies development of children with high-functioning autism. These tasks support both steered and creative role-playing, collaborative design, and virtual gameplay among the target children. Nine 10-14-year-old children with high functioning autism participated in the study over 16-31 intervention sessions. A time-series, seasonal index analysis was conducted with participants’ longitudinal social interaction performance during and across various VR learning tasks. The study findings indicated that the design features of the simulated scenarios and learning tasks in the VR-based learning environment mediated the intervention effects on different social interaction performance.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleExamining Virtual Reality Based Learning Design for Children with Autism via Seasonal Index Analysisen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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