Virtual reality for autism: unlocking learning and growth

摘要

In the realm of autism spectrum disorder (ASD), the dynamic intersection with cutting-edge technology, particularly Virtual Reality (VR), has emerged as a groundbreaking pathway for both educational and therapeutic interventions. ASD, characterized by difficulties in social communication and repetitive behaviors, presents unique challenges in navigating daily social interactions [1]. In recent times, there has been a notable increase in the utilization of technology innovations, particularly virtual reality, to address the varied requirements of people with autism spectrum disorders [2,3]. This emerging field of autism and technology symbiosis holds promise for improving social, cognitive, and linguistic abilities in a tailored and encouraging way. VR stands out as a key player primed for fast expansion in the modern period, where Information and Communication Technology systems (ICTs) are orchestrating disruptive changes across sectors [4]. With its roots in computer graphics, virtual reality (VR) produces rich, sensory experiences for users in virtual surroundings. Immersive VR (IVR) systems, such as Head-Mounted Displays (HMDs), have contributed significantly to the emergence of VR, especially in the field of healthcare. The academic community has gradually explored the use of IVR in healthcare, with the goal of improving learning rates and addressing particular issues related to neurodevelopmental disorders like ASD. The advantages of IVR are well matched with the traits of people with ASD, such as their innate love of technology, superior visual recall, and increased sensitivity to visual-spatial information [5,6]. By reducing social anxiety and facilitating teaching in realistic, adaptable virtual worlds, this technology promotes a regulated and reproducible learning context [7][8][9]. The literature underscores a surge in studies focusing on IVR as a pivotal training and learning intervention for individuals with ASD, highlighting its profound impact on addressing the core symptoms of the disorder [10][11][12]. However, the effectiveness of IVR stands contingent on its integration with a carefully designed learning strategy, emphasizing the need for a holistic approach in leveraging the potential of this transformative technology for individuals on the autism spectrum.Advances in technology, particularly in the field of virtual reality (VR), have contributed to the rehabilitation of motor, cognitive and social functions in different areas of neurodevelopment [13]. The general goal of VR in a rehabilitation context is to facilitate the exercise of impaired functions, allowing individuals to manage, overcome, reduce or compensate for deficits. A reference by Stramba-Badiale et al., 2019 [14] highlights the impact of VR on cognitive performance, underlining its potential as a therapeutic tool and therefore validating the effectiveness of this tool in the rehabilitation context. In the context of ASD, VR has emerged as an effective tool to create authentic virtual environments that improve social skills in a safe environment. VR treatments conducted through individual sessions, have different purposes for children with ASD, which include preparation for public speaking, the development of both simple and complex social skills, the acquisition of stress management techniques and the development of new skills. A particularly advantageous aspect of VR sessions is the characteristic of having a controlled environment in which it is possible to make mistakes, lowering the levels of anxiety perceived and experienced in natural situations of social contexts that are always very unpredictable. The evolution of VR technology supports its integration into educational practices for both children and adults, offering immersive 3D scenarios that can produce the development of adaptive behaviors.The choice of VR technology is fundamental to replicate the characteristics of the real world and structure behaviors. The main strengths of VR