Purpose: This exploratory study was intended to investigate the design and feasibility of using a web virtual reality based social learning space for autistic children at home.
Materials and methods: The researchers of the current study developed and implemented an open-source, web virtual reality based learning program for children with autism. Endorsing mixed-method convergent parallel design, we collected both qualitative and quantitative data from four autistic children, including repeated measures of social skills performance, self- and parent-reported social and communication competence, observation notes, and individual interviews.
Results: The study found preliminary evidence for a positive impact of deploying a virtual reality-based social sandbox on the practice and development of complex social skills for autistic children. All participants showed significant reduced social communication impairments from the pre- to the post-intervention phases. Nevertheless, participants' social skills performance in the virtual world was mediated by two social task design features-external goal structure and individualization.
Conclusions: Play- and design-oriented social tasks in the three-dimensional virtual world framed meaningful social experiences or the naturalistic intervention for social skills development.
Keywords: Autism spectrum disorder; collaborative virtual reality; naturalistic intervention; social skills training; virtual world.
Positive impacts of using a virtual reality-based social sandbox on complex social skills development for autistic children.Social task design features mediate social skills performance of autistic children.Purposeful environment arrangement creates a naturalistic intervention for autism.