Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder

Ali Adjorlu; Stefania Serafin

doi:10.1007/978-3-030-53294-9_57

Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder

^*Corresponding author for this work

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

4 Citations (Scopus)

Abstract

In this paper, we present a study investigating the feasibility of using Virtual Real-
ity (VR) to reduce disruptive classroom behavior of a child diagnosed with Autism Spectrum Disorder (ASD). The child shows extensive, aggressive behavior in the classroom, making it hard for the teacher to teach him and his classmates. Even when receiving one-to-one lectures by a professional teacher, without the presence of other students, the child shows disruptive behavior. However, when receiving lectures in a virtual environment by a teacher, the child was calm, focused, and capable of working on his assignments without showing any disruptive behaviors. Even if the study has been applied to one single child, the promising results can be extended to more children showing similar behaviors.

Original language	English
Title of host publication	Interactivity, Game Creation, Design, Learning, and Innovation : 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings
Editors	Anthony Brooks, Eva Irene Brooks
Number of pages	10
Publisher	Springer
Publication date	2020
Pages	739-748
ISBN (Print)	978-3-030-53293-2
ISBN (Electronic)	978-3-030-53294-9
DOIs	https://doi.org/10.1007/978-3-030-53294-9_57
Publication status	Published - 2020
Event	8th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2019, and the 4th EAI International Conference on Design, Learning, and Innovation, DLI 2019 - Aalborg, Denmark Duration: 6 Nov 2019 → 8 Nov 2019

Conference

Conference	8th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2019, and the 4th EAI International Conference on Design, Learning, and Innovation, DLI 2019
Country/Territory	Denmark
City	Aalborg
Period	06/11/2019 → 08/11/2019

Series	Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST
Volume	328 LNICST
ISSN	1867-8211

Keywords

Autism Spectrum Disorder
Disruptive classroom behavior
Virtual Reality

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10.1007/978-3-030-53294-9_57

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Adjorlu, A., & Serafin, S. (2020). Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder. In A. Brooks, & E. I. Brooks (Eds.), Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings (pp. 739-748). Springer. https://doi.org/10.1007/978-3-030-53294-9_57

Adjorlu, Ali ; Serafin, Stefania. / Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder. Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings. editor / Anthony Brooks ; Eva Irene Brooks. Springer, 2020. pp. 739-748 (Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, Vol. 328 LNICST).

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abstract = "In this paper, we present a study investigating the feasibility of using Virtual Real-ity (VR) to reduce disruptive classroom behavior of a child diagnosed with Autism Spectrum Disorder (ASD). The child shows extensive, aggressive behavior in the classroom, making it hard for the teacher to teach him and his classmates. Even when receiving one-to-one lectures by a professional teacher, without the presence of other students, the child shows disruptive behavior. However, when receiving lectures in a virtual environment by a teacher, the child was calm, focused, and capable of working on his assignments without showing any disruptive behaviors. Even if the study has been applied to one single child, the promising results can be extended to more children showing similar behaviors.",

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Adjorlu, A & Serafin, S 2020, Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder. in A Brooks & EI Brooks (eds), Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings. Springer, Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, vol. 328 LNICST, pp. 739-748, 8th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2019, and the 4th EAI International Conference on Design, Learning, and Innovation, DLI 2019, Aalborg, Denmark, 06/11/2019. https://doi.org/10.1007/978-3-030-53294-9_57

Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder. / Adjorlu, Ali ; Serafin, Stefania.
Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings. ed. / Anthony Brooks; Eva Irene Brooks. Springer, 2020. p. 739-748 (Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, Vol. 328 LNICST).

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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AB - In this paper, we present a study investigating the feasibility of using Virtual Real-ity (VR) to reduce disruptive classroom behavior of a child diagnosed with Autism Spectrum Disorder (ASD). The child shows extensive, aggressive behavior in the classroom, making it hard for the teacher to teach him and his classmates. Even when receiving one-to-one lectures by a professional teacher, without the presence of other students, the child shows disruptive behavior. However, when receiving lectures in a virtual environment by a teacher, the child was calm, focused, and capable of working on his assignments without showing any disruptive behaviors. Even if the study has been applied to one single child, the promising results can be extended to more children showing similar behaviors.

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Adjorlu A , Serafin S. Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder. In Brooks A, Brooks EI, editors, Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Proceedings. Springer. 2020. p. 739-748. (Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, Vol. 328 LNICST). doi: 10.1007/978-3-030-53294-9_57

Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder

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