On School-sites Virtual Reality-based Training Program for social adaptive and emotional training on children with Autism Spectrum Disorder
(vPAD-II)

Recent studies have shown that children with autism spectrum disorder are particularly good at visual processing skill, many have what they describe as a photographic memory. Visual memory is one of many visual processes that affect the way children take in information about the world around them. City University of Hong Kong has rich and strong successful track record for applying multi-projection virtual reality technologies in educational learning environment for children in needs. Virtual Reality immersive training is using highly portable and mobile Head-Mounted Display (HMD) to provide an authentic, immersive, situated, safe and controllable educational learning environment for children.


vPAD-II program targets children with Autism Spectrum Disorder and, are studying in mainstream Primary grade 1 to grade 6. Training program conducted in group, 30 sessions in around 15 weeks from July 2018, and each session last for 1 hour. The training delivered directly on school sites, project team installed the computer and sets of HMD VR-devices in partner schools. This program also includes a Champion Teacher Program, this leadership training program with minimum 20 teachers/professional staff at our partner schools, to take forward and sustain the vPAD-II programme for students with ASD.

vPAD-II Project Objectives

vPAD-II Team

Principal Investigator

Prof IP, Ho Shing Horace
Director of Centre for Innovative Applications of Internet and Multimedia Technologies (AIMtech Centre)
Prof IP, Ho Shing Horace

Department of Computer Science, City University of Hong Kong



Co-Investigators

Dr CHAN, Fung Ying Dorothy
Department of Paediatrics, The Chinese University of Hong Kong
Dr CHAN, Fung Ying Dorothy
Dr WONG, Wai Lap Simpson
Department of Education Studies, Hong Kong Baptist University
Dr WONG, Wai Lap Simpson



Ms MA, Po Ke Carol
Project Manager and Trainer
Ms MA, Po Ke Carol

Dr LI, Chen Richard
System Engineer
Dr LI, Chen Richard

Ms Julia BYRNE
Consultant and Trainer
Ms Julia BYRNE

Ms LAU, Shuk Ying Kate
Trainer
Ms LAU, Shuk Ying Kate

Ms KON, Lo Lo Angel
Research Associate and Trainer
Ms KON, Lo Lo Angel

Mr LAU, Yiu Chung Chris
Programmer
Mr LAU, Yiu Chung Chris

vPAD-II VR Learning Contents

vPAD-II VR Environment and setting

  • Equipment : 2 sets of Head-mounted display device and portable VR rendering workstation circulated among local schools to facilitate vPAD-II training. On the project completion, the possession of 21 sets of the HMD-enabled VR systems were transferred to schools which have participated in the project.

 

  • Environment : The school needs to provide a room wit space of 5.0m x 5.0m for the training
    • 2 Training areas (approximately 2.5 m x 2.5m)
    • Observation area for student
    • Briefing and debriefing area

vPAD-II Training Scenarios

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Four Seasons

Introduction and Immersion

•  To explore in a virtual-reality learning environment (VRLE) and engage in a scenario with four seasons by wearing a head-mounted display

•  To recognize one’s own emotions in a relaxed setting

•  To increase learning motivation

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Home Scenario

Executive Functioning: Sequencing, navigational skills, greeting skills, and following directions

•  To navigate through the morning routine in the VR learning home scenario

•  To practice simple greeting skills

•  To instil the importance of waiting patiently

•  To promote flexible thinking and coping/adaptation strategies

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School Bus and Classroom Scenario

Executive Functioning: Sequencing, navigational skills, greeting skills, and following directions

•  To navigate to school on the school bus and navigate through the morning classroom routine

•  To practice social skills in greeting

•  To promote an understanding of appropriate safety standards on the bus

•  To promote students to follow classroom norms

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Library Scenario

Emotions: Social norms and emotion regulation

•  To navigate through the library routine and borrow a book in the VR learning library scenario

•  To promote social skills in greeting

•  To promote the importance of appropriate social norms in quiet settings

•  To promote coping / adaptation strategies

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Art Scenario

Emotions: Emotion recognition and facial emotional expression

•  To navigate through an art class and complete the tasks in the VR learning art scenario

•  To provide an opportunity for students to recognize emotions

•  To further promote students to follow directions and adhere to social norms

•  To cultivate appropriate responses when others display inappropriate behaviors

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Recess Scenario

Social Skills: Social interaction and reciprocal communication

•  To navigate in the tuck shop and playground and complete the tasks in the VR learning recess scenario

•  To enable students to practice social skills and learnt social norms during recess in the tuck shop and playground

•  To promote appropriate expression of own feelings

•  To promote students to understand how others are feeling (Third party thinking)

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Physical Education Scenario

Social Skills: Social adaptation, conflict resolution and communication

•  To navigate in the Physical Education environment and complete the tasks in the VR learning Physical Education scenario

•  To enable students to practice social skills and learnt social norms and social adaptation during a PE lesson

•  To promote appropriate responses and behavior during conflict

•  To promote the expression of feelings and the use of appropriate responses when being bullied

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Fun Fair Scenario

Social Skills: Consolidation of all acquired Social Skills, Emotional Control and regulation, Social adaptation, Conflict resolution and Communication

•  To navigate in the fun fair environment and complete the tasks in various activities and mini games

•  To consolidate social skills learned in the program applicable to the school setting and everyday life

•  To demonstrate an understanding of how to meet and adapt to unexpected situations.

•  To demonstrate an understanding of how to comply with school rules

•  To demonstrate an understanding of how to apply social skills in group settings

•  To demonstrate appropriate responses and behavior during conflict