Collaborative Virtual Environment Technology for People With Autism

By Yufang Cheng, D. Moore, P. McGrath, Yulei Fan. International Conference on Advanced Learning Technologies, 2005

329 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Occupational Therapy

View Paper: https://www.semanticscholar.org/paper/707bb3f4da6ed4c9d47c0bd201917709bb47ff3b

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Occupational Therapy

Citations in the corpus

Videogames and Young People with Developmental Disorders (2010, background): “There is also evidence from work with children with ASD that videogames and virtual reality environments can provide comfortable environments for role playing behaviors that are challenging in actual social contexts (Gelfond & Salonius-Pasternak, 2005; Griffiths, 2003; Moore et al., 2005; Parsons & ”
State-of-the-art of virtual reality technologies for children on the autism spectrum (2011, background): “David Moore and colleagues in the UK implemented simple VEs for children with autism by testing whether they could understand basic emotions (happy, sad, angry, frightened) as represented by a humanoid avatar (Moore et al. 2005; Fabri and Moore 2005; Fabri, Elzouki and Moore 2007).”
Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders (2012, methodology): “The aforementioned studies by Moore et al. (2005) and Silver and Oakes (2001), for example, not only addressed identiﬁcation of emotions per se but also identiﬁcation of emotions in others, which represents one of several distinctly separate skills referred to collectively as Theory of Mind…”
Innovative technology-based interventions for autism spectrum disorders: A meta-analysis (2014, background): “…2003), interactive video/DVD (Golan et al., 2010), hand-held and touch pad devices (Cihak et al., 2010), Internet-based collaborative virtual environments (Moore et al., 2005), eye tracker–based gaze-contingent visual displays (Grynszpan et al., 2012), and shared active surfaces (Gal et al., 2009).”
Virtual Reality Social Cognition Training for Young Adults with High-Functioning Autism (2012, background): “…teach safety skills, (Self et al. 2007; Josman et al. 2008), to hold their interest (Cobb et al. 2002; Max and Burke 1997), monitor eye gaze (Lahiri et al. 2011), aid learning of pretend play (Herrera et al. 2008), and interpret emotions of avatars accurately (Moore et al. 2005; Cheng and Ye 2010).”