Formative Design and Evaluation of an Immersive Learning Intervention for Adults with Autism: Design and Research Implications

Authors

  • Dennis Beck Department of Special Education, University of Cincinnati, Cincinnati, OH, USA
  • Matthew Schmidt Department of Instructional Design and Technology, University of Cincinnati, Cincinnati, OH, USA
  • Noah Glaser Department of Instructional Design and Technology, University of Cincinnati, Cincinnati, OH, USA
  • Carla Schmidt Department of Special Education, University of Cincinnati, Cincinnati, OH, USA
  • Fahad Abdeen Department of Curriculum and Instruction, University of Arkansas, Fayetteville, AR, USA

DOI:

https://doi.org/10.56198/

Abstract

We present here the formative design and evaluation of Virtuoso, an immersive learning intervention for adults significantly impacted by autism. The intervention consisted of two components: a spherical, video-based VR intervention, and a headset-based VR intervention. VR-based interventions such as Virtuoso have garnered a modest basis of empirical support, but more is needed. The focus of the intervention was on using public transportation. Usage testing utilized multi-methods, including observational and survey methods. Results suggest a very positive user experience for participants using both video-based and headset-based VR, indicating the video-based condition was more relevant and easy to use. Implications for design and future directions for research related to VR-based interventions for individuals with autism are discussed.

Published

24-09-2025

Conference Proceedings Volume

2019 5th International Conference of the Immersive Learning Research Network (iLRN) - Full and Short papers

Section

Conference Proceeedings

License

The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.

Contact: publications@immersivelrn.org

How to Cite

Formative Design and Evaluation of an Immersive Learning Intervention for Adults with Autism: Design and Research Implications. (2025). Immersive Learning Research - Academic, 1(1), 71-85. https://doi.org/10.56198/

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