Abstract
This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment—iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality instruction for youth in small and rural communities. The data show the ability and variability of verbal and nonverbal reciprocal social interactions while online. In addition, the results of this case study revealed associations between pedagogical design features of the iSocial 3D CVLE, such as, goal-oriented, narrative embedded, game/role play enriched and peer-supported 3D CVLE activity design and higher frequencies and better quality of reciprocal social interaction. Therefore, these findings have potential to inform future design of 3D social learning spaces.
Similar content being viewed by others
References
Aymerich-Franch, L. (2010). Presence and emotions in playing a group game in a virtual environment: The influence of body participation. Cyberpsychology, Behavior, and Social Networking, 13(6), 649–654.
Bailenson, J. N., Blascovich, J., Beall, A. C., & Loomis, J. M. (2003). Interpersonal distance in immersive virtual environments. Personality and Social Psychology Bulletin, 29(7), 819–833.
Bailenson, J. N., Yee, N., Merget, D., & Schroeder, R. (2006). The effect of behavioral realism and form realism of real-time avatar faces on verbal disclosure, nonverbal disclosure, emotion recognition, and copresence in dyadic interaction. Presence: Teleoperators & Virtual Environments, 15(4), 359–372.
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107.
Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.
Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298.
Brewton, C. M., Nowell, K. P., Lasala, M. W., & Goin-Kochel, R. P. (2012). Relationship between the social functioning of children with Autism Spectrum Disorders and their siblings’ competencies/problem behaviors. Research in Autism Spectrum Disorders, 6(2), 646–653.
Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2010). Teaching and learning in second life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1–2), 84–88.
Cheng, Y., & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment—The pilot study. Computers & Education, 54(4), 1068–1077.
Cobb, S., Beardon, L., Eastgate, R., Glover, T., Kerr, S., Neale, H., et al. (2002). Applied virtual environments to support learning of social interaction skills in users with Asperger’s syndrome. Digital Creativity, 13(1), 11–22.
Cole, H., & Griffiths, M. D. (2007). Social interactions in massively multiplayer online role-playing gamers. CyberPsychology & Behavior, 10(4), 575–583.
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32.
De Freitas, S., & Neumann, T. (2009). Pedagogic strategies supporting the use of synchronous audiographic conferencing: A review of the literature. British Journal of Educational Technology, 40(6), 980–998.
De Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1), 69–85.
Dickey, M. D. (2006). Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research and Development, 54(3), 245–263.
Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108–122.
Freedman, B., & Silverman, W. (2008). Improving social skills for children with high functioning Autism. Exceptional Parent, 38(5), 64–66.
Friedman, D., Steed, A., & Slater, M. (2007). Spatial social behavior in second life. In C. Pelachaud, J.-C. Martin, E. André, G. Chollet, K. Karpouzis, & D. Pelé (Eds.), Intelligent virtual agents (Vol. 4722, pp. 252–263). Berlin: Springer.
Gottschalk, S. (2010). The presentation of avatars in second life: Self and interaction in social virtual spaces. Symbolic Interaction, 33(4), 501–525.
Guye-Vuillème, A., Capin, T. K., Pandzic, S., Thalmann, N. M., & Thalmann, D. (1999). Nonverbal communication interface for collaborative virtual environments. Virtual Reality, 4(1), 49–59.
Hauck, M., & Fein, D. (1995). Social initiations by autistic children to adults and other children. Journal of Autism and Developmental Disorders, 25(6), 579–595.
Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide. Chichester: Wiley.
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
Ketelhut, D. J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99–111.
Knapp, M. L., & Hall, J. A. (2009). Nonverbal communication in human interaction. Cengage learning. Boston, MA: Wadsworth.
Laffey, J. M., Stichter, J., & Galyen, K. (2014). Distance learning for students with special needs through 3D virtual learning. International Journal of Virtual and Personal Learning Environments, 5(2), 15–27.
Laffey, J., Schmidt, M., Stichter, J., Schmidt, C., & Goggins, S. (2009). iSocial: A 3D VLE for youth with autism. In Proceedings of the 9th international conference on Computer supported collaborative learning (Vol. 2, pp. 112–114).
Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science lessons. British Journal of Educational Technology, 37(2), 211–231.
Lord, C., Rutter, M., & Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685.
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule-generic (ADOS-G) manual. Los Angeles, CA: Western Psychological Services.
Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents: Conceptualization, assessment, treatment. Mahwah: Lawrence Erlbaum Associates Publishers.
Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589–600.
Monahan, T., McArdle, G., & Bertolotto, M. (2008). Virtual reality for collaborative e-learning. Computers & Education, 50(4), 1339–1353.
Montoya, M. M., Massey, A. P., & Lockwood, N. S. (2011). 3D collaborative virtual environments: Exploring the link between collaborative behaviors and team performance. Decision Sciences, 42(2), 451–476.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), 657–669.
Parsons, S., Mitchell, P., & Leonard, A. (2005). Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism, 9(1), 95–117.
Patterson, G. R. (1970). Reciprocity and coercion: Two facets of social system. In C. Neuringer & J. L. Michael (Eds.), Behavior modification in clinical psychology. New York: Appleton-Century-Crofts.
Rutter, M., Le Couteur, A., Lord, C. (2003). Autism Diagnostic Interview–Revised (ADI–R) manual. Los Angeles: Western Psychological Services.
Schmidt, M., Laffey, J. M., Schmidt, C. T., Wang, X., & Stichter, J. (2012). Developing methods for understanding social behavior in a 3D virtual learning environment. Computers in Human Behavior, 28(2), 405–413.
Schmidt, C., Stichter, J. P., Lierheimer, K., McGhee, S., O’Connor, K. V. (2011). An initial investigation of the generalization of a school-Based social competence intervention for youth with high-functioning autism. Autism Research and Treatment, 2011, e589539.
Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s syndrome. Exceptionality, 20(2), 94–113.
Schroeder, R., Heldal, I., & Tromp, J. (2006). The usability of collaborative virtual environments and methods for the analysis of interaction. Presence: Teleoperators & Virtual Environments, 15(6), 655–667.
Shores, R. E. (1987). Overview of research on social interaction: A historical and personal perspective. Behavioral Disorders, 12(4), 233–241.
Standen, P. J., & Brown, D. J. (2006). Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability. Virtual Reality, 10(3), 241–252.
Steed, A., Spante, M., Heldal, I., Axelsson, A. S., & Schroeder, R. (2003). Strangers and friends in caves: An exploratory study of collaboration in networked IPT systems for extended periods of time. In Symposium on Interactive 3D Graphics: Proceedings of the 2003 symposium on Interactive 3D graphics (Vol. 27, pp. 51–54).
Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger Syndrome and high-functioning autism: an initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067–1079.
Stichter, J. P., Laffey, J., Galyen, K., & Herzog, M. (2014). iSocial: delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism. Journal of Autism and Developmental Disorders, 44(2), 417–430.
Strain, P. S., Shores, R. E., & Timm, M. A. (1977). Effects of peer social initiations on the behavior of withdrawn preschool children. Journal of Applied Behavior Analysis, 10(2), 289.
Talamo, A., & Ligorio, B. (2001). Strategic identities in cyberspace. CyberPsychology & Behavior, 4(1), 109–122.
Tromp, J. G., Steed, A., & Wilson, J. R. (2003). Systematic usability evaluation and design issues for collaborative virtual environments. Presence: Teleoperators and Virtual Environments, 12(3), 241–267.
Vrellis, I., Papachristos, N. M., Natsis, A., & Mikropoulos, T. A. (2012). Presence in a collaborative science learning activity in second life. In A. Jimoyiannis (Ed.), Research on e-learning and ICT in education (pp. 241–251). New York: Springer.
Wallace, S., Parsons, S., Westbury, A., White, K., White, K., & Bailey, A. (2010). Sense of presence and atypical social judgments in immersive virtual environments responses of adolescents with Autism Spectrum Disorders. Autism, 14(3), 199–213.
Yee, N., Bailenson, J. N., Urbanek, M., Chang, F., & Merget, D. (2007). The unbearable likeness of being digital: The persistence of nonverbal social norms in online virtual environments. CyberPsychology & Behavior, 10(1), 115–121.
Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: SAGE.
Funding
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A090197 to the University of Missouri.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest with the publication of this research.
Rights and permissions
About this article
Cite this article
Wang, X., Laffey, J., Xing, W. et al. Fostering verbal and non-verbal social interactions in a 3D collaborative virtual learning environment: a case study of youth with Autism Spectrum Disorders learning social competence in iSocial. Education Tech Research Dev 65, 1015–1039 (2017). https://doi.org/10.1007/s11423-017-9512-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-017-9512-7