Toward a strengths-based model for designing virtual reality learning experiences for autistic users

LAY ABSTRACT

Virtual reality has been studied for its potential in supporting individuals with autism, but existing research often focuses on deficits and lacks consideration of individual preferences and strengths. This article introduces a framework that emphasizes the strengths and abilities of autistic individuals when designing virtual reality interventions. It builds upon an existing taxonomy of educational technology affordances and extends it to align with the unique needs of autistic individuals. The framework provides guidance for incorporating virtual reality technology that supports and amplifies autistic strengths, such as visual perception and response to positive feedback. The framework has implications for practice, research, and policy. For practitioners, it offers a tool for designing virtual reality experiences that cater to the strengths of autistic individuals, enhancing engagement and educational outcomes. Researchers can utilize the framework to guide the development of user-centered virtual reality interventions and expand our understanding of the potential benefits of virtual reality for autistic populations. Policymakers and educators can consider this framework when incorporating virtual reality into educational settings, ensuring that virtual reality technology is used in a way that aligns with the strengths and needs of autistic learners. Overall, the framework promotes a strengths-based approach in utilizing virtual reality technology for individuals with autism, fostering inclusivity and maximizing the benefits of immersive experiences.

Commercial mindfulness aid does not aid short-term stress reduction compared to unassisted relaxation

Increased public interest in mindfulness has generated a burgeoning market in new consumer technologies. Two exploratory studies examined effects of InteraXon's "Muse" electroencephalography (EEG)-based neurofeedback device and mobile application on mindfulness-based relaxation activities. Psychophysiological outcomes (heart rate variability (HRV), electro-dermal activity (EDA), saliva amylase activity (sAA) and Muse application EEG "calm percent") were collected for two 7-minute conditions: Muse-assisted relaxation exercise (MARE), and unassisted relaxation exercise (URE). In the first study, participants (n = 99) performed both conditions in a randomized sequential design. A follow-up study used a randomized parallel condition (n = 44) to test for differences in HRV effects between the two conditions and extended follow-up observation. Generalized estimating equation models demonstrated a moderate increase in HRV following relaxation exercises, with no observable difference between MARE and URE conditions. Both MARE and URE conditions produced equally effective short-term increases in heart rate variability, without additional benefit from neurofeedback.

Is Reading Impairment Associated with Enhanced Holistic Processing in Comparative Visual Search?

This study explores a proposition that individuals with dyslexia develop enhanced peripheral vision to process visual-spatial information holistically. Participants included 18 individuals diagnosed with dyslexia and 18 who were not. The experiment used a comparative visual search design consisting of two blocks of 72 trials. Each trial presented two halves of the display each comprising three kinds of shapes in three colours to be compared side-by-side. Participants performed a conjunctive search to ascertain whether the two halves were identical. In the first block, participants were provided no instruction regarding the visual-spatial processing strategy they were to employ. In the second block, participants were instructed to use a holistic processing strategy-to defocus their attention and perform the comparison by examining the whole screen at once. The results did not support the hypothesis associating dyslexia with talents for holistic visual processing. Using holistic processing strategy, both groups scored lower in accuracy and reacted faster, compared to the first block. Impaired readers consistently reacted more slowly and did not exhibit enhanced accuracy. Given the extant evidence of strengths for holistic visual processing in impaired readers, these findings are important because they suggest such strengths may be task dependent. Copyright © 2016 John Wiley & Sons, Ltd.