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Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review

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Title: Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review
Language: English
Authors: Noah Glaser (ORCID 0000-0002-1966-2720), Charles Thull, Matthew Schmidt, Alice Tennant, Jewoong Moon, Cannon Ousley
Source: Journal of Autism and Developmental Disorders. 2024 54(12):4719-4739.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Autism Spectrum Disorders, Literature Reviews, Computer Simulation, Intervention, Technology Uses in Education, Educational Technology
DOI: 10.1007/s10803-023-06168-3
ISSN: 0162-3257
1573-3432
Abstract: This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447820
Database: ERIC
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  Value: <anid>AN0180804679;aut01dec.24;2024Nov13.05:17;v2.2.500</anid> <title id="AN0180804679-1">Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review </title> <p>This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals.</p> <p>Keywords: Virtual reality; Autism; Spherical video-based virtual reality; Mobile virtual reality; Systematic literature review</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0180804679-2">Introduction</hd> <p>Spherical video-based virtual reality (SVVR) is a type of VR experience that uses 360-degree video footage to create an immersive environment. In recent years, there has been a growing interest in using SVVR technology as an intervention modality for autistic people (Glaser et al., [<reflink idref="bib20" id="ref1">20</reflink>], [<reflink idref="bib21" id="ref2">21</reflink>], [<reflink idref="bib22" id="ref3">22</reflink>]). However, there is a lack of research synthesizing its evidence and guidelines for optimizing its use for autistic users (Glaser & Schmidt, [<reflink idref="bib19" id="ref4">19</reflink>]). Accordingly, an evidence-based framework with guidelines and design considerations is essential to help developers and educators to systematically tailor SVVR to autistic learners' various needs. We believe that an analysis of design factors will allow for a systematic adaptation of SVVR to meet autistic learners' diverse needs. Research indicates a significant lack of representation and even disregard for crucial sociocultural and pedagogical elements within system designs (Janke, [<reflink idref="bib29" id="ref5">29</reflink>]). To rectify this, we have undertaken a systematic literature review aimed at uncovering sociocultural, technological, and pedagogical factors that currently guide the utilization of SVVR in the field. It is our hope that adopters of this technology will build off of this evidence base and continue to report these critical details. The research questions that informed our systematic literature review are as follows:</p> <p></p> <ulist> <item> What are the sociocultural considerations of SVVR systems for autistic users reported in the literature?,</item> <p></p> <item> What are the technological considerations of SVVR systems for autistic users reported in the literature?, and</item> <p></p> <item> What are the pedagogical considerations of SVVR systems for autistic users reported in the literature?</item> </ulist> <hd id="AN0180804679-3">Background</hd> <p>Autism is a neurological difference that influences how individuals interact, communicate, and experience the world (Pellicano et al., [<reflink idref="bib51" id="ref6">51</reflink>]). Barriers presented by society mean that autistic people may have trouble with socializing and the sensory environment (Robertson, [<reflink idref="bib55" id="ref7">55</reflink>]). This can become even more challenging as they grow into adolescence and adulthood, as the social climate becomes more demanding, supports are difficult to access, and employment is low (Levy & Perry, [<reflink idref="bib32" id="ref8">32</reflink>]). A variety of technologies exist to provide support for autistic individuals, such as, augmentative and alternative communication (AAC) devices; apps for visual schedules and organization; video modeling; and virtual, augmented, or mixed reality (Bellani et al., [<reflink idref="bib2" id="ref9">2</reflink>]; Bellini & Akullian, [<reflink idref="bib3" id="ref10">3</reflink>]; Ganz, [<reflink idref="bib15" id="ref11">15</reflink>]; Moon et al., [<reflink idref="bib43" id="ref12">43</reflink>]). Many of these technologies are seen as being effective, in part because they provide highly controlled visual stimuli, which aligns well with the visual processing strengths that are often associated with some autistic people (Knight et al., [<reflink idref="bib31" id="ref13">31</reflink>]). In particular, virtual reality has garnered attention as a technology that can enable users to practice skills in realistic, but controllable environments (Parsons, [<reflink idref="bib49" id="ref14">49</reflink>]; Strickland, [<reflink idref="bib65" id="ref15">65</reflink>]).</p> <hd id="AN0180804679-4">Virtual Reality and Autism</hd> <p>Research suggests that VR technology maintains a number of critical affordances and benefits for autistic learners (Parsons, [<reflink idref="bib49" id="ref16">49</reflink>]). In particular, the technology may offer various advantages, including predictability, structure, customizable task complexity, control, realism, immersion, automated feedback, assessment, and reinforcement (Bozgeyikli et al., [<reflink idref="bib6" id="ref17">6</reflink>]). As a result, the desire to create VR-based interventions for autistic individuals has been increasing steadily for more than two decades (Aresti-Bartolome & Garcia-Zapirain, [<reflink idref="bib1" id="ref18">1</reflink>]; Glaser & Schmidt, [<reflink idref="bib19" id="ref19">19</reflink>]). This research has been ongoing since preliminary studies focused on assessing the feasibility of using VR equipment and investigating the potential learning benefits for autistic children was conducted (Strickland, [<reflink idref="bib64" id="ref20">64</reflink>], [<reflink idref="bib65" id="ref21">65</reflink>]). Since then a range of interventions have been developed utilizing a constellation of VR technologies including desktop-based VR, fully immersive VR, and mobile-based virtual reality (Glaser & Schmidt, [<reflink idref="bib19" id="ref22">19</reflink>]). While there is some evidence of effectiveness in these systems, studies that tend to report on the effectiveness of these systems tend to be plagued with a range of methodological flaws (such as using self-report data or reporting highly variable and inconclusive outcomes) (cf., Parsons et al., [<reflink idref="bib50" id="ref23">50</reflink>]) and overgeneralizations. In fact, it seems that nearly all research in this area is performed in research institutions (Glaser & Schmidt, [<reflink idref="bib19" id="ref24">19</reflink>]); in part because of the innate complexities in designing and deploying VR for autistic users (Schmidt, [<reflink idref="bib53" id="ref25">53</reflink>]; Glaser et al., [<reflink idref="bib20" id="ref26">20</reflink>], [<reflink idref="bib21" id="ref27">21</reflink>], [<reflink idref="bib22" id="ref28">22</reflink>]) such as the high cost of development, complex design and development skills requirements, and the lack of portability of traditional VR equipment (Schmidt et al., [<reflink idref="bib56" id="ref29">56</reflink>]). Due to the challenges in developing VR systems for this population, researchers have begun to turn their attention to an emerging technology that holds potential for lessening some of the research to practice gaps that exist.</p> <hd id="AN0180804679-5">Spherical Video-Based Virtual Reality</hd> <p>In a SVVR system, users can view video content that captures the entire field of view, creating a feeling of being physically present in a different location. Users can then view the footage using a VR headset or other device that allows them to move their head and look around within the video environment (Glaser et al., [<reflink idref="bib20" id="ref30">20</reflink>]; Schmidt et al., [<reflink idref="bib56" id="ref31">56</reflink>]).</p> <p>Via simulating real-life scenes and environments, VR helps learners to engage in situated learning experiences. Particularly, in enhancing students' situated learning SVVR has technical advantages over other VR technologies. However, interactivity can be constrained by the pre-recorded video playback, resulting in limited affordances for the users. On the other hand, fully immersive virtual reality (IVR) can enable individuals to have complete body tracking affording high-level interactions in a computer-generated 3D virtual world (Makransky & Petersen, [<reflink idref="bib33" id="ref32">33</reflink>]). Despite SVVR's limitations, researchers have used SVVR for autistic individuals due to several benefits (Schmidt et al., [<reflink idref="bib56" id="ref33">56</reflink>]). First, SVVR is easier to develop compared to other VR technologies (Chien & Hwang, [<reflink idref="bib10" id="ref34">10</reflink>]), and requires less specialized devices and software (Glaser et al., [<reflink idref="bib20" id="ref35">20</reflink>], [<reflink idref="bib21" id="ref36">21</reflink>], [<reflink idref="bib22" id="ref37">22</reflink>]). Second, the benefits of SVVR allows designers to easily deploy the content compared to other VR settings (Ye et al., [<reflink idref="bib68" id="ref38">68</reflink>]; Wu et al, [<reflink idref="bib67" id="ref39">67</reflink>]). Lastly, its high compatibility with various devices enhances its affordability.</p> <hd id="AN0180804679-6">Sociotechnical-Pedagogical (STP) Framework</hd> <p>A method of 'optimizing both the technological and the social dimensions of the learner experience' (Janke et al., [<reflink idref="bib29" id="ref40">29</reflink>], p.130), the STP framework, used as a heuristic tool, guides us to evaluate the sociocultural (Schmidt et al., [<reflink idref="bib60" id="ref41">60</reflink>]), technological, and pedagogical dimensions of a technology-based tool or system designed to support learning (see Fig. 1). Developed to address a gap identified by Janke et al. ([<reflink idref="bib29" id="ref42">29</reflink>]) where multiple published heuristics, commonly applied to the design and development of technologies, missed important sociocultural factors that are essential aspects of learning design, while only a few explored pedagogical aspects. This multidimensional conception of usability works to mitigate 'barriers to learner inquiry and navigation within the learner environment' (Janke et al., [<reflink idref="bib29" id="ref43">29</reflink>], p.130) as well as the negative impact that barriers can have on the formation of knowledge. The STP framework views technology as a tool that can be used to support and enhance teaching and learning, and it emphasizes the importance of designing learning activities and environments that are socially and culturally relevant. In the context of developing technologies to support autistic users, the STP framework can be particularly relevant. By considering the unique sociocultural factors that impact the experiences of autistic users, as well as the technical and pedagogical aspects of the technology being designed, developers can create technologies that are more effective and meaningful for this population. This can include incorporating user-centered design principles, considering the diversity of the autistic community, and integrating best practices in teaching and learning for autistic users.</p> <p>Graph: Fig. 1 Adapted from, Multi-Dimensional Usability Framework in the Context of Learner Experience (Jahnke et al., [<reflink idref="bib29" id="ref44">29</reflink>])</p> <hd id="AN0180804679-7">Methods</hd> <p>A systematic review was undertaken to address the overarching aims (Davis et al., [<reflink idref="bib11" id="ref45">11</reflink>]) with the goal of providing reliable conclusions to better inform the field regarding identified issues (Page et al., [<reflink idref="bib47" id="ref46">47</reflink>]). The Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) procedures were adhered to in order to ensure the highest quality of methodology and reporting (Page et al., [<reflink idref="bib47" id="ref47">47</reflink>]). The Problem, Interest, COntext approach (PICo) was implemented to shape the focus of the systematic review (Stern et al., [<reflink idref="bib63" id="ref48">63</reflink>]), which is a qualitative reworking of the established PICO framework for meta-analyses (Butler et al., [<reflink idref="bib8" id="ref49">8</reflink>]; Stern et al., [<reflink idref="bib63" id="ref50">63</reflink>]). Keyword and controlled vocabulary search strategies and search filters were established using the PICo framework for Qualitative Studies (Butler et al., [<reflink idref="bib8" id="ref51">8</reflink>]).</p> <p>(<reflink idref="bib1" id="ref52">1</reflink>) Population (P): Researchers of SVVR interventions for autistic users.(<reflink idref="bib2" id="ref53">2</reflink>) Interest (I): Sociocultural, technological and pedagogical designs and considerations of SVVR training applications and interventions for autistic users.(<reflink idref="bib3" id="ref54">3</reflink>) Context (Co): Research projects that use SVVR as a tool to deliver training or educational opportunities for autistic users.</p> <p>To identify articles to be included for this review, six electronic databases were searched (see Information Sources).</p> <hd id="AN0180804679-8">Eligibility Criteria</hd> <p>Eligible manuscripts for inclusion were peer-reviewed articles in English, published in academic journals after 2014, describing a SVVR system specifically designed for autistic users, used to deliver training, intervention, or an educational lesson, with evaluation or research data presented and involving autistic users. The year 2014 was chosen as the cutoff for this review because SVVR technologies are still relatively new and there's a dearth of literature in this area prior to the advent of commercially available head-mounted displays (Bradley & Newbutt, [<reflink idref="bib7" id="ref55">7</reflink>]); Conference proceedings were also considered for this literature review as design considerations of VR-based technologies are often included in IEEE conference proceedings. Literature reviews, conceptual pieces, patents, and citations were excluded. Papers that reported SVVR systems not specifically designed for autistic users were excluded as well as, systems used for diagnosis or entertainment, and studies without an educational component or with only expert/parent perceptions.</p> <hd id="AN0180804679-9">Information Sources</hd> <p>Searches for this systematic review of the literature were conducted in February 2022. Six electronic databases were searched: ERIC, IEEE Xplore, PsychInfo, Scopus, & Web of Science, Google Scholar was also searched as a secondary tool to seek additional literature found in ancestral searches. While Google Scholar's immense dataset serves as a multidisciplinary collection of knowledge, it lacks many of the features required for conducting a systematic search (Gusenbauer & Haddaway, [<reflink idref="bib24" id="ref56">24</reflink>]; Haddaway et al., [<reflink idref="bib25" id="ref57">25</reflink>]). Therefore, this search engine was only used as a secondary tool to seek literature that may have been missed in the full systematic review of the electronic databases.</p> <hd id="AN0180804679-10">Search Strategy</hd> <p>An iterative process was employed to create the search strategy. Initial searches were conducted and the literature found was examined to understand the nature of the returned results. This strategy was improved over multiple cycles. The overarching search terms employed in this systematic review were "autism" and "spherical video-based virtual reality," as well as various permutations of those terms. An example of our unstructured query is provided in "Appendix 1". We also applied filters and limits to the search based on the capability of the index and the nature of the search. These filters included (<reflink idref="bib1" id="ref58">1</reflink>) being published between 2014–2022, (<reflink idref="bib2" id="ref59">2</reflink>) being a peer reviewed journal or proceeding article, (<reflink idref="bib3" id="ref60">3</reflink>) being published in English, and (<reflink idref="bib4" id="ref61">4</reflink>) excluding materials such as patents or citations.</p> <hd id="AN0180804679-11">Search Results Reliability</hd> <p>To assess the reliability of the search results a second member of the research team conducted database searches a week after the initial search was conducted. These searches were conducted using the same search strategy (queries, keywords, filters, etc.) to validate the number of returned results. No differences were found in the number of returned results.</p> <hd id="AN0180804679-12">Selection Process</hd> <p>Records from each database search were exported as a Research Information Systems (RIS) file type. These files were then imported into RefWorks (<ulink href="http://refworks.proquest.com/">http://refworks.proquest.com/</ulink>) as it has a robust set of automated tools to seek out duplicate entries. A combination of searches (Exact Match, Close Match, and Legacy Close Match) as well as a manual review were conducted and duplicate entries were removed. Second, we reviewed the titles and abstracts of the remaining documents based on our inclusion and exclusion criteria. Third, we examined the full text of the remaining articles and again applied our inclusion and exclusion criteria. Fourth, and last, we conducted an ancestral search based on additional manuscripts found in the references of our included corpus. At the end of this process we had a total of 16 articles included in our full review representing 8 projects. The study selection process is illustrated in Fig. 2.</p> <p>Graph: Fig. 2 Flow diagram illustrating search and selection process</p> <hd id="AN0180804679-13">Study Selection Inter-rater Reliability</hd> <p>The second author performed the initial screening of articles, with the first author screening a subset to establish inter-rater reliability. The first author applied inclusion and exclusion criteria to approximately 75% of the remaining articles (n = 993; see Fig. 2), and reliability was calculated by comparing results and calculating the percentage of agreement. The two researchers met to resolve any discrepancies. Agreement estimate was 92%, indicating high agreement.</p> <hd id="AN0180804679-14">Data Collection Process</hd> <p>We conducted a thorough review of all relevant publications related to a given SVVR project in order to gather information on sociocultural, technological, and pedagogical considerations. Since our research questions were focused on design factors rather than empirical findings, it was necessary to group articles that reported on the same project, as not all design details may have been reported in a single article and had to be gathered from multiple sources. To organize the articles, we assigned each project a unique identifier. These identifiers were created by combining the project name, if provided, and the principal investigator's last name. For projects without a stated name, we created a descriptive title (e.g. "Miller et al., Blood Draw Phobia VRET"). We used a customized Google Form to extract and organize information on the sociocultural, technological, and pedagogical considerations of the SVVR systems described in the articles. A total of 8 projects were identified from the included manuscripts.</p> <hd id="AN0180804679-15">Data Items</hd> <p>To address our research questions we extracted a range of variables and design considerations and used the STP framework as a basis for our efforts. These data items include (<reflink idref="bib1" id="ref62">1</reflink>) sociocultural factors such as attitudes, age, gender, education, income, and disability, (<reflink idref="bib2" id="ref63">2</reflink>) technological factors such as system hardware, software, compatibility with different platforms and devices, interface design, functionality, performance, security and privacy, etc., and (<reflink idref="bib3" id="ref64">3</reflink>) pedagogical factors in the relationship between technology and its users including learning objectives, instructional design, supports and scaffolds, learning theories, and assessment and evaluation. While these data items were organized into three RQs, the STP framework recognizes that the relationship between technology and its users is complex and dynamic, and that the various technological, pedagogical, and sociocultural considerations are all reflexive and interplay with one another (Janke, [<reflink idref="bib29" id="ref65">29</reflink>]). This means that the impact of one consideration can influence the impact of another, and that the relationship between technology and its users is constantly evolving and changing. Data were extracted iteratively with the goal of synthesizing any reported considerations across the dimensions of the STP framework.</p> <hd id="AN0180804679-16">Risk of Bias</hd> <p>This review, while aligned with PRISMA guidelines for reporting systematic reviews (Page et al., [<reflink idref="bib47" id="ref66">47</reflink>]), is inherently a qualitative review and thus necessitates a distinctive approach to the evaluation of risk of bias. In contrast to quantitative research, where bias signifies systematic error, the interpretative nature of qualitative research involves inherent subjectivity (Finlay, [<reflink idref="bib13" id="ref67">13</reflink>]). Instead of traditional bias assessments, we addressed issues of transparency, rigor, and reflexivity—both within the primary studies and our review process (Morse et al., [<reflink idref="bib44" id="ref68">44</reflink>]). Further, instead of collating and synthesizing results across multiple studies, our aim is to report design principles across a variety of SVVR systems designed for autistic users across different settings, sociocultural dimensions, pedagogical practices, and technological systems. Given this scope, we deemed certain methodologies, such as the enhancing transparency in reporting the synthesis of qualitative research (ENTREQ) framework, not entirely appropriate (Tong et al., 2012). Despite this, we took steps to ensure methodological rigor and transparency, conducting our review (Morse et al., [<reflink idref="bib44" id="ref69">44</reflink>]) according to adapted PRISMA guidelines (Page et al., [<reflink idref="bib47" id="ref70">47</reflink>]). Specifically, we present our search result reliability and study selection inter-rater reliability details make the work more transparent and rigorous. Through our approach, we have been able to systematically review the literature to present a robust articulation of design principles in SVVR systems for autistic users, making a significant contribution to the field.</p> <hd id="AN0180804679-17">Results</hd> <p>The following section summarizes the results of this literature review. First we present the results of our systematic selection process. These results are followed by a detailed overview of sociocultural, technological, and pedagogical considerations of SVVR systems for autistic users that are reported in the literature.</p> <hd id="AN0180804679-18">Study Selection</hd> <p>An initial search across five databases resulted in a total of 1,075 results. This pool of resources was culled to 993 articles after duplicates were removed. A total of 18 articles remained after a review of titles and abstracts was conducted for relevance. A full-text review was performed on these 18 articles by the first author and inclusion and exclusion criteria were applied. A secondary analysis was performed by the second author on these 18 articles. The outcome of this process was a final corpus of 16 articles that met the inclusion criteria. A diagram illustrating the search and selection process is provided in Fig. 2.</p> <p>According to PRISMA (Page et al., [<reflink idref="bib47" id="ref71">47</reflink>]), the initial screening and selection process involves identifying and screening individual publications, whereas results should be reported based on the number of unique studies. Therefore, we categorized the 16 identified publications by study, with the final outcome representing 8 unique studies.</p> <hd id="AN0180804679-19">RQ1: What are the Sociocultural Considerations of SVVR Systems for Autistic Users Reported in...</hd> <p></p> <hd id="AN0180804679-20">Participant Demographics</hd> <p>SVVR systems have been designed and deployed for autistic users from a wide range of age, demographics, and diagnoses. The age ranges of participants provided in the included studies varied from 0–9 years for children (36.4%), 10–19 years for adolescents (27.3%), and 20+ years for adults (36.4%), with one study not specifying age ranges.</p> <p>The results show that, among the study participants discussed in this paper, receiving a medical diagnosis from a licensed professional is the most common method for diagnosing autism. It should be noted that only a few studies included participants who self-diagnosed or received a diagnosis through a school therapist or practitioner (see Table 1).</p> <p>Table 1 RQ1 results: social considerations of SVVR systems design and evaluation</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Study name and citations</p></th><th align="left"><p>Participant info</p></th><th align="left"><p>Diagnosis type</p></th><th align="left"><p>Diagnosis details</p></th><th align="left"><p>Context of research:</p></th><th align="left"><p>Autistic inclusion?</p></th></tr></thead><tbody><tr><td align="left"><p>Safety training and pedestrian skills VR</p><p>(Dixon et al., <xref ref-type="bibr" rid="bibr12">2020</xref>)</p></td><td align="left"><p>0–9 (children), 10–19 (adolescent)</p><p>All male</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>Diagnosed by a licensed professional</p><p>Participant characteristics were described by the pervasive developmental disorder behavior inventory</p></td><td align="left"><p>Physical: Doctor or medical setting, other community setting</p><p>Virtual: 360 degree videos of real streets from the participants' community</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>XOOM experiences</p><p>(Garzotto et al., <xref ref-type="bibr" rid="bibr14">2017</xref>; Gelsomini et al., <xref ref-type="bibr" rid="bibr16">2017</xref>)</p></td><td align="left"><p>0–9 (children)</p><p>No gender details reported</p></td><td align="left"><p>Self diagnosed, medical diagnosis, school diagnosis</p></td><td align="left"><p>Not described due to nature of the SVVR system</p></td><td align="left"><p>Physical: Other community setting</p><p>Virtual: Contextual. Can use existing scenes and make your own</p></td><td align="left"><p>Neurodiverse users and programs have been involved throughout</p></td></tr><tr><td align="left"><p>Wildcard</p><p>(Gelsomini et al., <xref ref-type="bibr" rid="bibr17">2016</xref>)</p></td><td align="left"><p>0–9 (children)</p><p>No gender details reported</p></td><td align="left"><p>Medical Diagnosis</p></td><td align="left"><p>No details provided. Only stated that the work takes place at a medical facility</p><p>Participants described as having 'minor' and 'medium' developmental disabilities</p></td><td align="left"><p>Physical: Doctor or medical setting</p><p>Virtual: Fantasy worlds based on stories and characters from the lives of participants</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>Virtuoso-SVVR/Virtuoso-VBVR</p><p>(Glaser et al., <xref ref-type="bibr" rid="bibr20">2022a</xref>, <xref ref-type="bibr" rid="bibr21">2022b</xref>, <xref ref-type="bibr" rid="bibr22">2022c</xref>; Schmidt & Glaser, <xref ref-type="bibr" rid="bibr57">2021a</xref>, <xref ref-type="bibr" rid="bibr58">2021b</xref>; Schmidt et al., <xref ref-type="bibr" rid="bibr56">2021</xref>;)</p></td><td align="left"><p>20+ (adult)</p><p>all male</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>Participants required greater support needs</p><p>Participant characteristics were described by the</p><p>PPVT, SRS, BRIEF</p></td><td align="left"><p>Physical: University Lab or setting</p><p>Virtual: College of education and surrounding campus of day program that participants were enrolled in</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>Turning heads</p><p>(Sitbon et al., <xref ref-type="bibr" rid="bibr62">2019</xref>)</p></td><td align="left"><p>20+ (adult)</p><p>No gender details reported</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>Moderate to severe disability reported</p></td><td align="left"><p>Physical: University Lab, Other community setting</p><p>Virtual: The videos were of various spaces such as a house, the University campus, a dog park and a café</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>Bus scenario VR</p><p>(Malihi et al., <xref ref-type="bibr" rid="bibr34">2020a</xref>, <xref ref-type="bibr" rid="bibr35">2020b</xref>)</p></td><td align="left"><p>10–19 (adolescent)</p><p>15 male,</p><p>10 female</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>Diagnosis reported by autism diagnostic observation schedule</p><p>Participant characteristics were described by the Wechsler abbreviated scale of intelligence, social communication questionnaire, and a screen for child anxiety related emotional disorders. full-scale and verbal IQ > 70</p></td><td align="left"><p>Physical: university lab or setting</p><p>Virtual: school bus environment, stationary bus with bus driver and other students. Verbal exchanges occurred on the bus, students entered the bus, and noises occurred (i.e. sirens; construction equipment)</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>Blood draw phobia VRET</p><p>(Meindl et al., <xref ref-type="bibr" rid="bibr37">2019</xref>)</p></td><td align="left"><p>20+ (adult)</p><p>male</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>The participant required more substantial support needs including in-home therapy</p><p>Described as having a moderate intellectual disability</p></td><td align="left"><p>Physical: other community setting</p><p>Virtual: participant's doctor's office</p></td><td align="left"><p>Evaluation</p></td></tr><tr><td align="left"><p>Virtual reality air travel training</p><p>(Miller et al., <xref ref-type="bibr" rid="bibr39">2019</xref>, <xref ref-type="bibr" rid="bibr40">2020a</xref>, <xref ref-type="bibr" rid="bibr41">2020b</xref>)</p></td><td align="left"><p>All Age ranges</p><p>6 male,</p><p>1 female</p></td><td align="left"><p>Medical diagnosis</p></td><td align="left"><p>Diagnosis confirmed by clinical records</p></td><td align="left"><p>Physical: Doctor or medical setting, Other community setting</p><p>Virtual: San Diego Airport</p></td><td align="left"><p>Evaluation</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0180804679-21">Where is This Research Taking Place?</hd> <p>Findings indicate that the majority of studies utilizing SVVR technologies are taking place within community settings (i.e. home of the participant) that are contextual to the needs of the participants and the learning outcomes. There are also a few projects that are being conducted within medical contexts such as a doctor's office and within university research labs.</p> <hd id="AN0180804679-22">What is the Virtual Context?</hd> <p>The virtual environments and contexts of identified SVVR systems vary depending on the study, including 360-degree videos of real streets, college campuses, a dog park, inside a bus, and more. In fact, most of the SVVR systems seem to provide 360-footage of scenarios that are relevant, individualized, and based on a real-life setting unique and important to the participant. These systems provide virtual scenarios including verbal exchanges and noises occurring in different environments, such as a doctor's office, school bus, and an airport in San Diego. While in the minority, some designers opted for fantasy environments that were more abstract in nature and presented like a cartoon (e.g., XOOM).</p> <hd id="AN0180804679-23">Inclusion of Autistic Participants in the Design Process</hd> <p>In the majority of projects, autistic end-users were not brought into the design and development process until it was time to evaluate the SVVR system. None of the papers reported how the research team solicited the voice, experiences, perspectives, or needs of the autistic users during the front-end analysis or design process. In the Virtuoso-SVVR project, researchers reported that they guided their conceptualization and design based on feedback from an autism day program director. The XOOM project is unique where instead of providing a singular SVVR experience, it instead provides an interface for researchers, practitioners, care providers, and autistic people to develop their own SVVR scenarios or to edit pre-existing scenarios.</p> <hd id="AN0180804679-24">RQ2: What are the Technological Considerations of SVVR Systems for Autistic Users Reported in...</hd> <p></p> <hd id="AN0180804679-25">Headset Hardware used in SVVR Systems and Cost</hd> <p>Findings show that the majority of SVVR systems being designed for autistic users are being primarily deployed within some kind of lightweight headset that is designed for use with mobile devices. Examples include the Blood Draw Phobia VRET and the Virtuoso-SVVR application. In the Blood Draw Phobia VRET system, videos were played on an iPhone 6 through the Tzumi Dream Vision headset. The Virtuoso-SVVR project was designed to support a broad range of headsets including the Google Daydream (now off the market) and the Google Cardboard. The Virtuoso-SVVR application was deployed on a Motorola zForce smartphone, but it was developed to work on any Android device and could also be loaded on fully immersive headsets such as the Oculus Rift. Only two of the identified projects were designed and deployed solely for fully immersive headsets. These were the Safety Training and Pedestrian Skills VR system and the Bus Scenario VR.</p> <p>Further, Table 2 lists the estimated costs of equipment and supplies needed for developing and deploying the listed SVVR projects. The costs are broken down by each stage (Develop and Deploy) and specific components needed for each stage are provided. The costs for each component and stage vary, with some being more expensive than others. For example, the Oculus Rift headset costs $450, while the Google Cardboard costs only $15. While there are some shared costs by many of these projects, it seems that developing and deploying SVVR systems can vary depending on the specific needs and goals of the project.</p> <p>Table 2 RQ2 results: technological considerations of SVVR systems design and evaluation</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Project name and citations</p></th><th align="left"><p>SVVR system description</p></th><th align="left"><p>VR hardware</p><p>and software</p></th><th align="left"><p>Hardware and software used to create system</p></th><th align="left"><p>Estimated cost of equipment and supplies</p></th><th align="left"><p>Video perspective</p></th><th align="left"><p>Narration design</p></th></tr></thead><tbody><tr><td align="left"><p>Safety training and pedestrian skills VR</p><p>(Dixon et al., <xref ref-type="bibr" rid="bibr12">2020</xref>)</p></td><td align="left"><p>A 360-degree video system was developed to showcase real-life street scenes familiar to the participants. The participants viewed the videos using an Oculus Rift headset while seated at a table in the clinic. The researchers monitored the participant's responses and instructional processes by observing the Oculus device through laptops</p></td><td align="left"><p>Hardware: oculus rift</p><p>software: not stated</p></td><td align="left"><p>Hardware: Samsung gear 360 camera</p><p>Software: steam client software</p></td><td align="left"><p>Develop:</p><p>Samsung gear 360 camera: $270</p><p>Deploy:</p><p>oculus rift: $450</p><p>VR-ready device ($1500)</p></td><td align="left"><p>First person</p></td><td align="left"><p>Not stated</p></td></tr><tr><td align="left"><p>XOOM experiences</p><p>(Garzotto et al., <xref ref-type="bibr" rid="bibr14">2017</xref>; Gelsomini et al., <xref ref-type="bibr" rid="bibr16">2017</xref>)</p></td><td align="left"><p>A social story program was designed using an immersive head-mounted display (Cardboard). The program includes a tool that enables users to create and customize their own social stories or modify existing ones. Additionally, parents can record 360-degree videos to provide a contextual experience in familiar environments</p></td><td align="left"><p>Hardware: smartphone within a Google cardboard</p><p>Software: Bespoke software XOOM</p></td><td align="left"><p>Hardware: desktop PC, and any 360 degree camera</p><p>Software: custom software developed using html, javascript, php, and public libraries including A-Frame, heatmap.js, Firebase</p></td><td align="left"><p>Develop:</p><p>desktop PC: $1000</p><p>360-camera: $400</p><p>Deploy:</p><p>smartphone: $400</p><p>Google Cardboard: $15</p></td><td align="left"><p>Contextual</p></td><td align="left"><p>contextual</p></td></tr><tr><td align="left"><p>Wildcard</p><p>(Gelsomini et al., <xref ref-type="bibr" rid="bibr17">2016</xref>)</p></td><td align="left"><p>A system has been designed to manage the creation and customization of interactive multimedia stories for individuals with developmental disabilities. The stories are presented using Google cardboard and are based on characters and themes relevant to the children using the system. Therapists have the ability to oversee the activities within the system and personalize it to meet the specific needs of each child. Two modes of interaction are offered: "Story360" where users navigate an avatar through an environment using eye gaze (by keeping their focus on the avatar), and "Exploration" which is more flexible and allows for exploration by fixating on various checkpoints</p></td><td align="left"><p>Hardware: smartphone within a Google cardboard</p><p>Software:</p><p>unity package deployed on a smartphone</p></td><td align="left"><p>Hardware: desktop PC</p><p>Software: unity</p></td><td align="left"><p>Develop:</p><p>desktop PC: $1000</p><p>Unity: $0</p><p>Deploy:</p><p>Smartphone: $400</p><p>Google Cardboard: $15</p></td><td align="left"><p>First person</p></td><td align="left"><p>Narration designed where the user's actions and gaze impacts the story being told</p></td></tr><tr><td align="left"><p>Virtuoso-SVVR/Virtuoso-VBVR</p><p>(Glaser et al., <xref ref-type="bibr" rid="bibr20">2022a</xref>, <xref ref-type="bibr" rid="bibr21">2022b</xref>, <xref ref-type="bibr" rid="bibr22">2022c</xref>; Schmidt & Glaser, <xref ref-type="bibr" rid="bibr57">2021a</xref>, <xref ref-type="bibr" rid="bibr58">2021b</xref>; Schmidt et al., <xref ref-type="bibr" rid="bibr56">2021</xref>;)</p></td><td align="left"><p>Virtuoso-SVVR was part 2 of a 4 stage task analysis of a larger Virtuoso shuttle training intervention. The stage-wise approach consists of: (1) skill introduction, (2) 360-degree video modeling of the skill, (3) VR rehearsal of the skill, and (4) real-world practice of the skill. 4 short 360-degree videos were presented to users in the form of a video lobby (check schedule, walk to bus, check app, get on shuttle)</p></td><td align="left"><p>Hardware: VR headsets supported includes: Google Daydream & Google Cardboard deployed in a smartphone (Motorola zForce) though it supports any compatible smartphone and fully immersive HMD,</p><p>Software: Google VR SDK for Unity with Android. And a custom Unity package for Oculus Rift</p></td><td align="left"><p>Hardware: Samsung Gear 360 Camera, Desktop PC</p><p>Software: Unity</p></td><td align="left"><p>Develop:</p><p>Samsung Gear 360 camera: $270</p><p>Desktop PC: $1000</p><p>Deploy:</p><p>Smartphone: $400</p><p>Google Cardboard: $15</p><p>Oculus Rift: $450</p></td><td align="left"><p>First Person</p></td><td align="left"><p>Gender-neutral robotic voice, inner monologue perspective, instructions provided by support staff in conversational tone with prompting</p></td></tr><tr><td align="left"><p>Turning heads</p><p>(Sitbon et al., <xref ref-type="bibr" rid="bibr62">2019</xref>)</p></td><td align="left"><p>A collection of 360-degree content was developed to focus on various skills, and user feedback was integrated into the design</p></td><td align="left"><p>Hardware: Samsung Gear VR with a Samsung S6 phone mounted inside (supports other mobile devices)</p><p>Software: None</p></td><td align="left"><p>Hardware: 360-degree camera, Desktop PC</p><p>Software: Unity</p></td><td align="left"><p>Develop:</p><p>360-camera: $400</p><p>Desktop PC: $1000</p><p>Unity: $0</p><p>Deploy:</p><p>Samsung Gear VR: Discontinued</p><p>Smartphone: $400</p></td><td align="left"><p>First-person, Next-to-first person, Stationary view</p></td><td align="left"><p>Not stated</p></td></tr><tr><td align="left"><p>Bus scenario VR</p><p>(Malihi et al., <xref ref-type="bibr" rid="bibr34">2020a</xref>, <xref ref-type="bibr" rid="bibr35">2020b</xref>)</p></td><td align="left"><p>A virtual school bus experience where the user is seated among a driver and other children, who engage in verbal interactions with each other. The scenario includes sensory and social triggers, such as street noises and children's voices</p></td><td align="left"><p>Hardware: Oculus Rift (could turn with their head or a computer mouse) and a monitor-displayed 360° video control condition</p><p>Software: Not stated</p></td><td align="left"><p>Hardware: Not stated</p><p>Software: Not stated</p></td><td align="left"><p>Develop:</p><p>N/A</p><p>Deploy:</p><p>Oculus Rift: $450</p><p>VR-ready device ($1500)</p></td><td align="left"><p>First-person</p></td><td align="left"><p>Not stated</p></td></tr><tr><td align="left"><p>Blood draw phobia VRET</p><p>(Meindl et al., <xref ref-type="bibr" rid="bibr37">2019</xref>)</p></td><td align="left"><p>A 360 degree VR system that simulates the experience of having blood drawn</p></td><td align="left"><p>Hardware: Tzumi Dream Vision VR Headset an iPhone 6 s (supports other phone devices) and an Apple Pencil stylus used to simulate the needle insertion</p><p>Software: Not stated</p></td><td align="left"><p>Hardware: Insta360 One VR camera</p><p>Software: Not stated</p></td><td align="left"><p>Develop:</p><p>Insta360 One VR camera: $330</p><p>Deploy:</p><p>Tzumi Dream Vision VR Headset: $10</p><p>Smartphone: $400</p><p>Phone Stylus: $30</p></td><td align="left"><p>First person</p></td><td align="left"><p>Not stated</p></td></tr><tr><td align="left"><p>Virtual reality air travel training (VR-ATT)</p><p>(Miller et al., <xref ref-type="bibr" rid="bibr39">2019</xref>, <xref ref-type="bibr" rid="bibr40">2020a</xref>, <xref ref-type="bibr" rid="bibr41">2020b</xref>)</p></td><td align="left"><p>This system presents a virtual simulation of the steps required to go through an airport including entering, checking in, getting through security, waiting at the gate, and boarding</p></td><td align="left"><p>Hardware: iPhone and Google Cardboard VR (supports other mobile)</p><p>Software: Not stated</p></td><td align="left"><p>Hardware: Not stated</p><p>Software: Built upon existing virtual airport simulation</p></td><td align="left"><p>Develop:</p><p>N/A</p><p>Deploy:</p><p>Smartphone: $400</p><p>Google Cardboard: $15</p></td><td align="left"><p>First person</p></td><td align="left"><p>Narrative script based on social stories</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0180804679-26">Spherical Video Design Details</hd> <p>Results of this review found that all SVVR videos are being presented in a first person perspective in some form or another. In a first-person video perspective, the camera is positioned as if the viewer is the one recording the video, and they see the events as if they are experiencing them directly. In the XOOM experience, users are free to use any perspective they like and to edit existing 360-degree content. In the Turning Heads project, the developers experimented with a true first-person perspective and with another where the camera was positioned next-to-first-person.</p> <p>Results from this review also found that narration details were largely absent with little information provided into the pacing, tone, delivery, or other design considerations. Of the projects, only two provided insight into how narration was provided. The first is Wildcard where the narration was adaptive based on the gaze of users. However, no other details regarding the narration messaging design was provided. The second was the Virtuoso-SVVR project. In this project the researchers designed the narration to be delivered from the perspective of the user with statements to mirror their inner monologue (e.g., "Today I need to catch a shuttle to get to work"). Instructions in the video were provided by a recording from a support staff in conversational tone with built-in prompting.</p> <hd id="AN0180804679-27">RQ3: What are the Pedagogical Considerations of SVVR Systems for Autistic Users Reported in t...</hd> <p></p> <hd id="AN0180804679-28">Which Skills are Targeted by SVVR Systems for Autistic Users?</hd> <p>All of the identified articles reported on developed SVVR systems that targeted skills for daily living. This includes preparing participants to navigate an airport (see Virtual Reality Air Travel Training), identify when it's safe to cross various streets at different times of the day (see Safety Training and Pedestrian Skills VR), navigate and access public transportation on a college campus (see Virtuoso-SVVR), ride a school bus (see Bus Scenario VR), visit a school, store, and museum (see Wildcard), and receive medical care at a doctor's office (see Blood Draw Phobia VRET). Moreover, one project targeted multiple daily living skills (i.e. washing, drying, and folding laundry; visiting a cafe, ordering and paying for a drink, and sitting with friends; street crossing and navigating a campus and building; walking, street crossing, and visiting a dog park in the community) with goals to identify user preferences and design considerations (see Turning Heads). The Turning Heads project integrated a target for communication and social skills, including ordering a drink and interacting with friends in a cafe. Two projects focused on health-related concerns of anxiety, including a participant's phobia or fear of having blood drawn at doctors office (Blood Draw Phobia VRET), and evaluating anxiety and cybersickness experienced by autistic users while using a SVVR system that presented a school bus riding scenario (Bus Scenario VR). Finally, one project, Wildcard, described how a SVVR system could be created to present social stories for autistic users to support school and community location access, but did not describe specific skills targeted for instruction (Table 3).</p> <p>Table 3 RQ3 results: pedagogical considerations of svvr systems design and evaluation</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Project name and citations</p></th><th align="left"><p>Brief description of the objective</p></th><th align="left"><p>Clinical target of skills</p></th><th align="left"><p>Instructional design strategies & supports</p></th><th align="left"><p>Learning & other theories considered</p></th><th align="left"><p>Learning outcomes & generalization details</p></th></tr></thead><tbody><tr><td align="left"><p>Safety training and pedestrian skills VR</p><p>(Dixon et al., <xref ref-type="bibr" rid="bibr12">2020</xref>)</p></td><td align="left"><p>Teach children with ASD to identify when it's safe to cross the street</p></td><td align="left"><p>Daily living</p></td><td align="left"><p>•Low profile monopod was used to reduce distractions</p><p>•Short videos (5- 10 min)</p><p>•Distractions gradually introduced to simulate real street crossing situations</p></td><td align="left"><p>None stated</p></td><td align="left"><p>Reported: Yes</p><p>Type: Distal (removed from research context)</p><p>Evaluation Method:</p><p>A nonconcurrent multiple-baseline design for each participant across baseline, natural environment probes, VR probes, and training conditions</p></td></tr><tr><td align="left"><p>XOOM experiences</p><p>(Garzotto et al., <xref ref-type="bibr" rid="bibr14">2017</xref>; Gelsomini et al., <xref ref-type="bibr" rid="bibr16">2017</xref>)</p></td><td align="left"><p>XOOM presents a range of social stories based on everyday situations. Users can watch and edit existing social stories or create their own</p></td><td align="left"><p>Social, daily living,</p><p>Allows for custom</p></td><td align="left"><p>•External play control of social story to cue user attention</p><p>•Gaze focus controlled by head rotation</p><p>•Interact with active object with sustained gaze</p><p>•Users may create new or modify social stories</p><p>•Customize SVVR with image cues</p><p>•User interaction data is gathered</p></td><td align="left"><p>None stated</p></td><td align="left"><p>Reported: No</p><p>Transfer Type: N/A</p><p>Evaluation Method: N/A</p></td></tr><tr><td align="left"><p>Wildcard</p><p>(Gelsomini et al., <xref ref-type="bibr" rid="bibr17">2016</xref>)</p></td><td align="left"><p>Delivering stories and learning activities within immersive VR technology to interact with users. Targets 'common behavioral skills useful in every day's life'</p></td><td align="left"><p>Daily living</p></td><td align="left"><p>•User or VR guided modes, eye gaze control</p><p>•Choices for themes, story, and interaction modes</p><p>•Personalized avatars and images</p><p>•Adjustable avatar speed</p></td><td align="left"><p>None stated</p></td><td align="left"><p>Reported: No</p><p>Transfer Type: N/A</p><p>Evaluation Method: N/A</p></td></tr><tr><td align="left"><p>Virtuoso-SVVR/Virtuoso-VBVR</p><p>(Glaser et al., <xref ref-type="bibr" rid="bibr20">2022a</xref>, <xref ref-type="bibr" rid="bibr21">2022b</xref>, <xref ref-type="bibr" rid="bibr22">2022c</xref>; Schmidt & Glaser, <xref ref-type="bibr" rid="bibr57">2021a</xref>, <xref ref-type="bibr" rid="bibr58">2021b</xref>; Schmidt et al., <xref ref-type="bibr" rid="bibr56">2021</xref>)</p></td><td align="left"><p>Teach autistic adults how to catch public transportation on a university setting</p></td><td align="left"><p>Daily living</p></td><td align="left"><p>•Four-tired scaffolding approach that moves from an introduction to the skill, modeling of the skill (SVVR), rehearsal of skill, and demonstration of skill</p><p>•Procedural task analysis</p><p>•Picture Exchange Communication System icons used throughout</p></td><td align="left"><p>•Bandura's Social Learning Theory</p><p>•Reduced Generalization Theory</p><p>•Complexity Theory</p></td><td align="left"><p>Reported: No</p><p>Transfer Type: N/A</p><p>Evaluation Method: N/A</p></td></tr><tr><td align="left"><p>Turning heads</p><p>(Sitbon et al., <xref ref-type="bibr" rid="bibr62">2019</xref>)</p></td><td align="left"><p>Presented a SVVR system with life-skills training for people with intellectual disability (e.g. laundry, ordering a drink at a cafe and sitting with friends, interacting at a dog park) to identify user preferences and design considerations</p></td><td align="left"><p>Social, Daily living, Communication</p></td><td align="left"><p>•Avoided abstract symbols,</p><p>•Small digestible pieces of information</p></td><td align="left"><p>•Social practice theory</p></td><td align="left"><p>Reported: No</p><p>Transfer Type: N/A</p><p>Evaluation Method: N/A</p></td></tr><tr><td align="left"><p>Bus scenario VR</p><p>(Malihi et al., <xref ref-type="bibr" rid="bibr34">2020a</xref>, <xref ref-type="bibr" rid="bibr35">2020b</xref>)</p></td><td align="left"><p>Determine the safety and usability of VR head mounted display</p></td><td align="left"><p>Daily living, Phobia or fear</p></td><td align="left"><p>•Co-design of school bus scenario with feedback from families and clinicians</p><p>•Authentic setting audio</p></td><td align="left"><p>•Telepresence theories</p><p>•Generalization theories</p></td><td align="left"><p>Reported: Yes</p><p>Type: Proximal (highly contextualized)</p><p>Evaluation Method: Follow-up phone call with parents 1 month after to identify how participants felt about riding a school bus</p></td></tr><tr><td align="left"><p>Blood draw phobia VRET</p><p>(Meindl et al., <xref ref-type="bibr" rid="bibr37">2019</xref>)</p></td><td align="left"><p>Reduce phobia of having blood drawn at a doctors office</p></td><td align="left"><p>Daily Living, Phobia or fear</p></td><td align="left"><p>•Procedural task analysis</p><p>•Fading of supports</p></td><td align="left"><p>•Generalization theories</p><p>•Behaviorism</p></td><td align="left"><p>Reported: Yes</p><p>Type: Proximal (highly contextualized)</p><p>Evaluation Method: Baseline data was collected. Generalization probes scheduled approximately one week apart. Maintenance was assessed with a follow-up probe conducted one month after the fourth generalization probe</p></td></tr><tr><td align="left"><p>Virtual reality air travel training</p><p>(Miller et al., <xref ref-type="bibr" rid="bibr39">2019</xref>, <xref ref-type="bibr" rid="bibr40">2020a</xref>, <xref ref-type="bibr" rid="bibr41">2020b</xref>)</p></td><td align="left"><p>Teaches autistic adults and children how to get through an airport</p></td><td align="left"><p>Daily living</p></td><td align="left"><p>•Use of social stories</p><p>•Narrated script to provide training context</p><p>•Task analysis</p></td><td align="left"><p>None stated</p></td><td align="left"><p>Reported: Yes</p><p>Type: Proximal (highly contextualized)</p><p>Evaluation Method:</p><p>Participants received VR-ATT training sessions at a local San Diego therapy clinic once per week for 3 weeks. A final fourth session was a real-world practice</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0180804679-29">Instructional Design Strategies and Theories</hd> <p>The majority of manuscripts did not specifically state any instructional design or theoretical underpinnings. However, strategies and theories were sometimes briefly alluded to. When they are provided, the instructional design strategies seem to be highly contextualized to the needs of the target users. Example supports include (<reflink idref="bib1" id="ref72">1</reflink>) using procedural task analysis to inform the design of the task, (<reflink idref="bib2" id="ref73">2</reflink>) creating short videos, and (<reflink idref="bib3" id="ref74">3</reflink>) fading of supports. Theoretical underpinnings were largely absent. Only the Virtuoso-SVVR project specifically described instructional theory.</p> <hd id="AN0180804679-30">To What Extent Did Authors Report Learning Outcomes and Generalization?</hd> <p>Half of the SVVR systems examined reported research outcomes. The Safety Training and Pedestrian Skills VR was developed to teach street crossing skills and observed improvement in participants' responses during SVVR intervention and natural environment data probes. Bus Scenario VR was designed as a school bus riding scenario for autistic users, with SVVR intervention demonstrating no significant difference in anxiety and ease of use compared to monitor-displayed video. However, users experienced an increased sense of spatial presence and naturalness, and preferred the SVVR intervention. The Blood Draw Phobia VRET was developed as an SVVR intervention for autistic users' phobia of blood draws, observing improvement in user's completion of blood draw procedures. Lastly, the Virtual Reality Air Travel Training was developed to provide air travel training for autistic users, observing increased attentiveness, comprehension, and language function in participants. Other SVVR projects reviewed did not report outcomes.</p> <hd id="AN0180804679-31">Where Were the Targeted Skills Assessed for Generalization?</hd> <p>Four projects on SVVR systems for autistic users reported generalization contexts, including proximal and distal generalization. Dixon et al. ([<reflink idref="bib12" id="ref75">12</reflink>]) evaluated the distal generalization of their SVVR system for teaching street crossing skills in natural settings, which revealed that participants displayed mastery criteria with street crossing outside the research context. The Safety Training and Pedestrian Skills VR research team assessed proximal generalization of their SVVR system for school bus riding skills by obtaining feedback from parents a month after the intervention, indicating a positive change in participants' attitudes towards riding the school bus. In regards to the Blood Draw Phobia VRET, proximal generalization was assessed for blood draw phobia in the user's actual doctor's office, showing that the user fully completed the 10-step blood draw procedure with two different nurses after the intervention. Due to research constraints, the Virtual Reality Air Travel Training project only evaluated proximal generalization of their SVVR system for air travel training by collecting post-test data for user comprehension and real-world rehearsal of navigating through an airport. The other four SVVR projects reviewed did not report any assessment of skills generalization.</p> <hd id="AN0180804679-32">Discussion</hd> <p>In this section, we sequentially unpack our results as they pertain to each research question. We begin with a review of findings related to sociocultural considerations of SVVR systems for autistic users reported in the literature (RQ1). Next, we dive into technological considerations of SVVR systems for autistic users reported in the literature(RQ2). We then turn our attention to pedagogical considerations of SVVR systems for autistic users reported in the literature (RQ3) The section concludes with a discussion on the limitations of the systematic review.</p> <hd id="AN0180804679-33">Discussion of RQ1: What Are the Sociocultural Considerations of SVVR Systems for Autistic Use...</hd> <p></p> <hd id="AN0180804679-34">Participant Demographics</hd> <p>Recent years have witnessed diversified uses of VR systems for autistic individuals. While most studies focused on children and adolescents (Mesa-Gresa et al., [<reflink idref="bib38" id="ref76">38</reflink>]; Glaser & Schmidt, [<reflink idref="bib19" id="ref77">19</reflink>]), there's increasing recognition of the need for adult interventions (Gerhardt & Lanier, [<reflink idref="bib18" id="ref78">18</reflink>]). Age data from studies show a balanced distribution: 36.4% children, 27.3% adolescents, and 36.4% adults. Yet, diagnosis methods in these studies predominantly rely on medical professionals, overlooking those diagnosed by school therapists (Sarret, [<reflink idref="bib52" id="ref79">52</reflink>]). This oversight may bias results and affect the generalizability of findings using SVVR systems.</p> <p>The inclusion of adults in SVVR autism research is significant but requires careful interpretation due to differing needs from younger age groups (Hume et al., [<reflink idref="bib28" id="ref80">28</reflink>]). Design and intervention strategies effective for children may not suit adults. While early intervention is vital (Mesa-Gresa et al., [<reflink idref="bib38" id="ref81">38</reflink>]), using SVVR for 'lifelong intervention' could benefit adults who missed early opportunities or face new challenges with age.</p> <hd id="AN0180804679-35">Where is This Research Taking Place?</hd> <p>The settings in which SVVR research is conducted, especially for autism interventions, are crucial for applicability. While traditionally confined to academic settings (Glaser & Schmidt, [<reflink idref="bib19" id="ref82">19</reflink>]), there appears to be a shift towards community-based locations, including participants' homes and medical offices. The affordability and portability of SVVR technology facilitates its use in real-world settings, addressing accessibility and transportation issues faced by the autistic community (Carmien et al., [<reflink idref="bib9" id="ref83">9</reflink>]; Shea et al., [<reflink idref="bib61" id="ref84">61</reflink>]). Shifting from academic labs to community settings not only makes interventions more accessible but also captures a broader range of experiences, addressing the risk of missing critical perspectives (Palmen et al., [<reflink idref="bib48" id="ref85">48</reflink>]). This move also enhances research validity. With SVVR systems being easier to develop than immersive VR, we can anticipate more research in this domain (Glaser et al., [<reflink idref="bib20" id="ref86">20</reflink>], [<reflink idref="bib21" id="ref87">21</reflink>], [<reflink idref="bib22" id="ref88">22</reflink>]). However, immersive VR research might remain relegated to more controlled environments until the technology is easier for a broader population to use and becomes a common commodity..</p> <hd id="AN0180804679-36">What is the Virtual Context?</hd> <p>Given the fact that SVVR systems utilize video recordings, it is not entirely surprising to find that developers are creating scenarios that are based on the naturalistic settings of autistic participants. This contrasts with most VR research where fantastical settings offer only abstract real-world representations (Glaser & Schmidt, [<reflink idref="bib19" id="ref89">19</reflink>]). Given autistic individuals' propensity towards literal and concrete thinking (Hobson, [<reflink idref="bib26" id="ref90">26</reflink>]), many see this abstraction as a limitation, advocating for VR systems that mirror real-world contexts for skill practice (Schmidt & Glaser, [<reflink idref="bib57" id="ref91">57</reflink>], [<reflink idref="bib58" id="ref92">58</reflink>]). The ease of development of SVVR content provides a promising opportunity to address these concerns (Glaser et al., [<reflink idref="bib20" id="ref93">20</reflink>], [<reflink idref="bib21" id="ref94">21</reflink>]; Schmidt et al., [<reflink idref="bib56" id="ref95">56</reflink>]).</p> <hd id="AN0180804679-37">Inclusion of Autistic Participants in the Design Process</hd> <p>Based on the projects examined, autistic end-users have largely been omitted from SVVR design, typically only being included in product evaluations (Newbutt et al., [<reflink idref="bib45" id="ref96">45</reflink>]). Excluding autistic users from the design process could lead to systems that do not address their unique needs. Despite the obvious importance of involving autistic perspectives in VR development, this is disturbingly rare (Monahan et al., [<reflink idref="bib42" id="ref97">42</reflink>]), which raises serious ethical concerns about representation. This is especially relevant, given that SVVR is seen as an assistive technology to enhance quality-of-life (Parsons et al., [<reflink idref="bib54" id="ref98">54</reflink>]). SVVR systems designed without autistic input might miss key features or have non-intuitive interfaces, potentially reducing engagement and effectiveness (Newbutt et al., [<reflink idref="bib45" id="ref99">45</reflink>]). Beyond ethics, involving autistic voices is practical, ensuring systems are accessible and relevant, which decreases the likelihood that they will be abandoned. For instance, the XOOM project, with its customizable interface, exemplifies this user-centric approach, suggesting a model for future SVVR endeavors (Garzotto et al., [<reflink idref="bib14" id="ref100">14</reflink>]; Gelsomini et al., [<reflink idref="bib16" id="ref101">16</reflink>]).</p> <hd id="AN0180804679-38">Discussion of RQ2: What Are the Technological Considerations of SVVR Systems for Autistic Use...</hd> <p></p> <hd id="AN0180804679-39">Headset Hardware Used in SVVR Systems and Cost</hd> <p>Using mobile-compatible headsets for SVVR systems like the Blood Draw Phobia VRET and Virtuoso-SVVR enhances accessibility (Glaser et al., [<reflink idref="bib20" id="ref102">20</reflink>]; Meindl et al., [<reflink idref="bib37" id="ref103">37</reflink>]; Schmidt et al., [<reflink idref="bib56" id="ref104">56</reflink>]). This contrasts with pricier, immersive VR headsets which are less common (Glaser & Schmidt, [<reflink idref="bib23" id="ref105">23</reflink>]). The affordability of solutions like Google Cardboard, priced around $15 versus the $450 Meta Quest, makes SVVR interventions more accessible, especially considering the financial challenges of autism therapies (Horlin et al, [<reflink idref="bib27" id="ref106">27</reflink>]). Further, deploying SVVR on common devices like smartphones boosts social validity, making SVVR a practical daily tool for autistic individuals, in line with the trend of home-based healthcare (Neuer, [<reflink idref="bib46" id="ref107">46</reflink>]). However, as noted previously, challenges remain in involving autistic perspectives in system design (Newbutt et al., [<reflink idref="bib45" id="ref108">45</reflink>]). To unlock SVVR's full potential, inclusion of autistic end-users is imperative in actively shaping the design of these interventions.</p> <hd id="AN0180804679-40">Spherical Video Design Details</hd> <p>The review highlights two main SVVR features: the prevalent use of first-person perspectives and the underexplored area of narration design. Systems like XOOM and Turning Heads primarily use a first-person view, which is believed to enhance immersion (Garzotto et al., [<reflink idref="bib14" id="ref109">14</reflink>]; Gelsomini et al., [<reflink idref="bib16" id="ref110">16</reflink>]; Sitbon et al., [<reflink idref="bib62" id="ref111">62</reflink>]; Zervogianni et al., [<reflink idref="bib69" id="ref112">69</reflink>]). While potentially effective, the consistent use of first-person perspective may miss opportunities for alternative viewpoints better suited for specific contexts (Violante et al., [<reflink idref="bib66" id="ref113">66</reflink>]). For example, using a third-person perspective could be useful as a counterpoint to a first-person perspective for illustrating social cues. Further, narration, crucial in instructional videos (Mayer, [<reflink idref="bib36" id="ref114">36</reflink>]; Bennet et al., [<reflink idref="bib5" id="ref115">5</reflink>]), lacks detailed exploration in the literature. Of the included studies, only Wildcard and Virtuoso-SVVR offered insights into their narrative approach (Gelsomini et al., [<reflink idref="bib17" id="ref116">17</reflink>]; Glaser et al., [<reflink idref="bib20" id="ref117">20</reflink>]; Schmidt et al., [<reflink idref="bib56" id="ref118">56</reflink>]). The lack of focus on narration design, vital for reinforcing content and aiding comprehension, is concerning and remains an area for future research.</p> <hd id="AN0180804679-41">Discussion of RQ3: What Are the Pedagogical Considerations of SVVR Systems for Autistic Users...</hd> <p></p> <hd id="AN0180804679-42">Which Skills Are Targeted by SVVR Systems for Autistic Users?</hd> <p>SVVR systems for autistic users mainly target daily living skills, such as navigating public areas and safe street crossing (Dixon et al., [<reflink idref="bib12" id="ref119">12</reflink>]; Gelsomini et al., [<reflink idref="bib16" id="ref120">16</reflink>]; Glaser et al., [<reflink idref="bib20" id="ref121">20</reflink>], [<reflink idref="bib21" id="ref122">21</reflink>], [<reflink idref="bib22" id="ref123">22</reflink>]; Malihi et al., [<reflink idref="bib35" id="ref124">35</reflink>]; Meindl et al., [<reflink idref="bib37" id="ref125">37</reflink>]; Miller et al., [<reflink idref="bib39" id="ref126">39</reflink>], [<reflink idref="bib41" id="ref127">41</reflink>]). These systems address practical, real-world challenges commonly faced by autistic individuals. Beyond daily living skills, some SVVR projects explore multiple skills to discern user preferences (Sitbon et al., [<reflink idref="bib62" id="ref128">62</reflink>]). Some focus on communication, like cafe interactions, while others address health concerns like anxiety in medical contexts (Malihi et al., [<reflink idref="bib35" id="ref129">35</reflink>]; Meindl et al., [<reflink idref="bib37" id="ref130">37</reflink>]). The varied focus of SVVR systems, while promising, prompts queries about their breadth and precision. Including social and communication skills could highlight the diverse needs of autistic individuals beyond just functional behaviors. Addressing concerns like anxiety could underscore emotional and psychological factors associated with autism, and, given the success that interventions like exposure therapy have had with VR (Meindl et al, [<reflink idref="bib37" id="ref131">37</reflink>]), represent a potentially clinically relevant and socially valid area for future research.</p> <hd id="AN0180804679-43">Instructional Design Strategies and Theories</hd> <p>The current review unveils a notable lack of clear instructional design strategies in most SVVR studies for autistic users. Though some projects hint at strategies tailored to users, like task analysis and fading supports, there remains a significant void in defined instructional frameworks or theories in the literature.</p> <p>The lack of instructional design in SVVR studies poses concerns about their generalizability and replicability. Adapting or expanding these systems becomes difficult without understanding their foundational strategies or theories. This omission also restricts our depth of understanding regarding SVVR effectiveness. Theoretical frameworks help interpret results and discern success drivers. Most studies offer context-less observations, with only one project detailing an instructional theory (Glaser et al., [<reflink idref="bib20" id="ref132">20</reflink>], [<reflink idref="bib21" id="ref133">21</reflink>], [<reflink idref="bib22" id="ref134">22</reflink>]; Schmidt & Glaser, [<reflink idref="bib57" id="ref135">57</reflink>], [<reflink idref="bib58" id="ref136">58</reflink>]; Schmidt et al., [<reflink idref="bib56" id="ref137">56</reflink>]). While this is progress, more research should include clear strategies and theories to ensure rigor and pave the way for future work.</p> <hd id="AN0180804679-44">To What Extent Did Authors Report Learning Outcomes and Generalization?</hd> <p>VR systems for autistic users target various skills, but the transition of these skills from digital to real-world settings is underexplored (Schmidt et al., [<reflink idref="bib59" id="ref138">59</reflink>]). While VR's potential for skill generalization is often cited, evidence remains sparse (Glaser & Schmidt, [<reflink idref="bib23" id="ref139">23</reflink>]; Mesa-Gresa et al., [<reflink idref="bib38" id="ref140">38</reflink>]). Moreover, guidance on designing VR for generalization is disturbingly limited (Schmidt & Glaser, [<reflink idref="bib57" id="ref141">57</reflink>], [<reflink idref="bib58" id="ref142">58</reflink>]). While SVVR projects like those by Dixon et al. ([<reflink idref="bib12" id="ref143">12</reflink>]) and Meindl et al. ([<reflink idref="bib37" id="ref144">37</reflink>]) report on in-setting effectiveness, they do not address generalization to real-world naturalistic contexts. Studies exploring generalization often have methodological issues, such as relying on subjective self-reports (Parsons et al., [<reflink idref="bib50" id="ref145">50</reflink>]) or showing inconsistent results. Despite the potential of SVVR for promoting generalization, there is a need for more rigorous research on generalization (Schmidt et al., [<reflink idref="bib59" id="ref146">59</reflink>]). The disparity between SVVR's promise and the limited evidence on real-world generalization highlights the need for better research designs, ensuring meaningful improvements for autistic individuals.</p> <hd id="AN0180804679-45">Limitations</hd> <p>The systematic review has several limitations that should be considered when interpreting the findings and implications of the study. One of the limitations is that the procedures used in this manuscript deviate somewhat from suggested guidelines for reporting systematic literature reviews (Davis et al., [<reflink idref="bib11" id="ref147">11</reflink>]; Page et al., [<reflink idref="bib47" id="ref148">47</reflink>]). Specifically, there were three main issues: (<reflink idref="bib1" id="ref149">1</reflink>) the complexity of extracting qualitative data for a systematic literature review, (<reflink idref="bib2" id="ref150">2</reflink>) extracting these data across multiple publications from the same dataset or research projects, and (<reflink idref="bib3" id="ref151">3</reflink>) difficulties in determining if a SVVR platform was unique due to some projects not naming their interventions. The second guideline, originally put forth by Kitchenham ([<reflink idref="bib30" id="ref152">30</reflink>]), emphasizes the need to omit multiple publications that draw from the same dataset, as this could skew the results. However, in our case, we deviated from this recommendation due to the specific focus of our research questions. We were less concerned with reporting study outcomes and more interested in examining the qualitative aspects of VR systems and designs. For this reason, it was crucial for us to include all papers that used the same dataset. Often, individual reports did not provide the complete data relevant to our inquiry, or the information was unclear and needed to be cross-verified through multiple papers to establish its accuracy. These limitations are in line with other research that suggests the challenges of conducting qualitative reviews of the literature (Belur et al., [<reflink idref="bib4" id="ref153">4</reflink>]; Kitchenham et al., [<reflink idref="bib30" id="ref154">30</reflink>]).</p> <hd id="AN0180804679-46">Conclusion</hd> <p>SVVR technology has the potential to offer various benefits to autistic individuals, however, several challenges need to be addressed. First, While SVVR requires fewer inputs than VR and is, hence, more accessible for autistic individuals with co-occurring conditions (e.g., learning difficulties), limited evidence-based research exists on its learning affordance and ethical considerations. Second, as autism exists on a spectrum, it presents a challenge for integrating SVVR technology as symptoms and needs can vary significantly. Inclusive and participatory design and development of SVVR-based interventions are essential to build more accessible and relevant solutions tailored to each individuals' needs. Third, educators and designers lack practical guidelines for integrating SVVR into educational or therapeutic interventions, particularly for pre-training in SVVR. Given that VR-based learning requires more time to become familiar with computer-based interactions, providing teaching and learning resources that address the design and execution of pre-training for SVVR can ensure its successful implementation. Last, there are challenges in using video modeling techniques to support the implementation of SVVR technologies. It is essential to conduct inclusive and participatory future research to determine the flexibility of video in supporting the generalization of complex skills that are important to the autistic population. There is promise in creating flexible, branching scenarios that can be individualized to the unique needs of each user through no-cost SVVR development platforms. However, issues related to generalization and evidence-based design related to SVVR remain areas for future research.</p> <hd id="AN0180804679-47">Author contributions</hd> <p>In this collaborative effort, NG took on the role of lead author, shaping the direction of the research by developing the guiding questions and overseeing the methodology and analysis. As project coordinator, Noah ensured seamless integration and progression of the project's various components. CT played a pivotal role by working closely with the lead author. His primary contributions included conducting a systematic review, diligently extracting relevant data, and providing substantial assistance in the analysis process. MS's involvement was crucial in the later stages of the manuscript. He meticulously reviewed the manuscript, offering critical insights that enhanced its quality. Additionally, MS was instrumental in addressing feedback received during the peer review process, ensuring that the manuscript met the highest academic standards. AT's contribution was vital in articulating the manuscript, with a special focus on inclusive language, which added depth to the discussion section. Her skills in writing and her sensitivity to language nuances greatly enriched the manuscript. JM brought a unique perspective to the project, particularly in reviewing the methods. His contribution in writing the introduction and literature review provided a solid foundation, contextualizing the study within the broader field of Spatially Variable Virtual Reality (SVVR) research. CO's expertise in special education added a valuable dimension to the study. His work in extracting data related to generalization outcomes and incorporating special education perspectives enriched the discussion, adding depth and relevance to the study's findings.</p> <hd id="AN0180804679-48">Declarations</hd> <p></p> <hd id="AN0180804679-49">Conflict of interest</hd> <p>None.</p> <hd id="AN0180804679-50">Appendix 1</hd> <p>Unstructured database search query consisting of search terms and Boolean operators.</p> <p></p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Term one</p></th><th align="left"><p>Condition</p></th><th align="left"><p>Term two</p></th><th align="left"><p>Condition</p></th><th align="left"><p>Term three</p></th></tr></thead><tbody><tr><td align="left"><p>(mobile-based) OR (mobile) OR (spherical) OR (spherical video) OR (spherical video-based) OR (phone) OR (head-mounted display) OR (immersive video) OR (360 Video) OR (360 Degree video) OR (SVVR)</p></td><td align="left"><p>AND</p></td><td align="left"><p>(virtual reality) OR (VR) OR (virtual environment) OR (virtual worlds) OR (virtual learning environment)</p></td><td align="left"><p>AND</p></td><td align="left"><p>[(autism) OR (autistic) OR (ASD) OR (aspergers) OR (asperger syndrome) OR (autistic disorder) OR (autis*) OR (ASC) OR (asperg*)]</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0180804679-51">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0180804679-52"> <title> References </title> <blist> <bibl id="bib1" idref="ref18" type="bt">1</bibl> <bibtext> Aresti-Bartolome N, Garcia-Zapirain B. 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  Data: <searchLink fieldCode="AR" term="%22Noah+Glaser%22">Noah Glaser</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1966-2720">0000-0002-1966-2720</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+Thull%22">Charles Thull</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+Schmidt%22">Matthew Schmidt</searchLink><br /><searchLink fieldCode="AR" term="%22Alice+Tennant%22">Alice Tennant</searchLink><br /><searchLink fieldCode="AR" term="%22Jewoong+Moon%22">Jewoong Moon</searchLink><br /><searchLink fieldCode="AR" term="%22Cannon+Ousley%22">Cannon Ousley</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Autism+and+Developmental+Disorders%22"><i>Journal of Autism and Developmental Disorders</i></searchLink>. 2024 54(12):4719-4739.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10803-023-06168-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3257<br />1573-3432
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1447820
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1447820
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        Value: 10.1007/s10803-023-06168-3
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 4719
    Subjects:
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
        Type: general
    Titles:
      – TitleFull: Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review
        Type: main
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            NameFull: Cannon Ousley
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            – D: 01
              M: 12
              Type: published
              Y: 2024
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              Value: 0162-3257
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            – TitleFull: Journal of Autism and Developmental Disorders
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