University of Arkansas, Fayetteville ScholarWorks@UARK Graduate Theses and Dissertations 7-2020 Factors Influencing the Adoption of Immersive Virtual Reality for Individuals with Autism Spectrum Disorder: Parents Perceptions Fahad Abdeen University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.edu/etd Part of the Accessibility Commons, Educational Methods Commons, Educational Technology Commons, and the Special Education and Teaching Commons Citation Abdeen, F. Factors Influencing the Adoption of Immersive Virtual Reality for Individuals with Autism Spectrum Disorder: Parents Perceptions. Graduate Theses and Dissertations Retrieved from https://scholarworks.edu/etd/3741 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of ScholarWorks@UARK.
For more information, please contact scholar@uark. Factors Influencing the Adoption of Immersive Virtual Reality for Individuals with Autism Spectrum Disorder: Parents Perceptions A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction by Fahad Abdeen King Abdulaziz University Bachelor of Education in Computer Teaching, 2009 Yarmouk University Master of Education in Instructional Technology, 2012 July 2020 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. Dennis Beck, Ph. Dissertation Director Jason Endacott, Ph.
Derrick Mears, Ph. Committee member Committee member Abstract The purpose of this qualitative study was to identify factors that affect the adoption of a spherical video virtual reality (SVVR) mobile application among parents of adults with Autism Spectrum Disorder (ASD). The study used the diffusion of innovation theory by Rogers (2003) as a framework to explore parents’ perceptions of an SVVR transportation model designed to improve the quality of life of adults with ASD. In addition, the study sought to learn what might increase adoption of VR technology among other parents of individuals with ASD and what life skills that might be addressed using VR technology in the future.
The study employed interviews, focus groups, and observation to collect data. The factors that negatively affected the perception of VR technology among parents were categorized into themes: awareness of VR learning applications, availability, disadvantages of SVVR, and technical issues related to the SVVR transportation model. Factors that positively affected the parents’ decision to adopt VR were immersion, realism, ease-of-use, enjoyment and motivation. To increase the adoption of VR by other parents of individuals with ASD, parents suggested that understanding of VR learning applications needs to increase, more teachers should be trained to use VR, the SVVR model should be improved, and there should be greater exposure to VR in schools and at home.
Potential future life skills that need to be addressed through the VR technology were also identified. The findings of this study may help eliminate concerns about using VR technology as a therapy for ASD individuals and encourage more parents, teachers, and other stakeholders to adopt it. Table of Contents CHAPTER 1: Introduction and Overview. 2 Statement of the Problem.
3 Purpose of the Study. 8 Nature of the Study. 10 Scope and Delimitations. 11 Significance of the Study.
13 CHAPTER 2: Review of the Research Literature. 15 Literature Search Strategy. 15 Diffusion of Innovation Theory. 16 Understanding Autistic Spectrum Disorder.
18 Characteristics of Autistic Spectrum Disorder. 20 Educational Best Practices for Students with ASD. 23 Non-technology Interventions for Children with ASD and their Parents. 27 Non-technology Interventions for Adults with ASD and their Parents.
28 Technology Intervention with Children with ASD and their Parents. 30 Technology intervention with adults and their parents. 35 Immersive Technology with Children with ASD and their Parents. 40 Immersive Technology with Adults with ASD and their Parents.
42 Summary and Conclusions. 46 CHAPTER 3: Research Method. 47 Research Design and Rationale. 48 Role of the Researcher.
49 Participant selection logic. 53 Issues of trustworthiness. 55 The Study Setting. 62 Evidence of Trustworthiness.
101 CHAPTER 5: Discussion, Implications, and Conclusions. 102 Interpretation of the Findings. 103 Limitations of study. 139 Appendix A: Interview Protocol.
139 Appendix B: Focus Group Protocol. 142 Appendix C: Consent Form. 145 Appendix D: IRB Approval. 147 List of Tables Table 1.
Themes and Sub-hemes Description ………………………………………………….63 List of Figures Figure 1. Themes Cross-Referenced to Stages of the Innovation-Decision Process …………65 CHAPTER 1: Introduction and Overview Introduction Technology has great potential to help individuals with Autism Spectrum Disorder (ASD) improve certain skills and behaviors. The promise of virtual reality (VR) technology is huge, as it can help individuals with ASD enhance a variety of targeted skills in a controllable and safe environment in both academic and home settings (Gleason, 2017). However, research has highlighted concerns of individuals with ASD who interact with and within an immersive virtual learning environment.
One issue regarding ASD individuals who engage with a VR environment is understanding their precise feelings and thoughts about the technology, since they often have deficits in social interaction, communication, and expression (Chen, Lee, & Lin, 2016; Girli & Dogmaz, 2018). Another concern reported in some research studies is that VR can cause different symptoms of cybersickness such as eye strain, headache, and sweating (Laviola, 2000). Lastly, given the large variety of technologies available, parents of individuals with ASD sometimes feel overwhelmed; they do not understand the various functionalities or which option might best meet their ASD individual’s needs (Brosnan, Parsons, Good, & Yuill, 2016). The current literature says little about the factors that might influence parents of individuals with ASD regarding the adoption of VR technology or how they perceive the its use.
Therefore, it is important to understand the benefits and challenges of using VR technology from the perspective of parents of individuals with ASD. This knowledge will help teachers and specialists to provide service, , practice, and design for individuals with ASD, which is the focus of this study. This chapter provides an overview of studies on technological intervention with individuals with ASD, which will be addressed in greater detail in the literature review. The Problem Statement section reviews the problem and the research gap addressed by the study.
The 1 Purpose section of the study looks at parents’ perceptions of VR and the research questions. An overview of the Diffusion of Innovation theory is then be provided, as the theory was used as a theoretical framework for the study, as well as details of the nature of the study and definitions of key concepts used in the study. The Assumptions section describes the study’s assumptions, scope, and delimitations. The Significance section describes the study’s potential to advance knowledge and practice in the field.
The last section summarizes the main points in the chapter. Background Over the years, many individuals with ASD have been exposed to a variety of technological tools to support their educational outcomes or social skills. Significantly, many educational practices indicate the effectiveness of using technology with individuals with ASD (Desai, Chow, Mumford, Hotze, & Chau, 2014; Dixon, Verenikina, Costley, & Pryor, 2015; Ennis-Cole, 2011). Ennis-Cole (2011) notes that several technology tools can be used effectively to develop autistic learners’ social and communication skills.
Such tools need to be “…. engaging, intuitive, offer visual and auditory instructions, and present content that gradually increases in complexity” (p. In a world of technological innovation, it has been shown that, through the use of technology and its applications, teaching and learning among students with developmental disabilities can be significantly improved (Dixon et al. The daily use of technology as an educational tool is popular among individuals with developmental disabilities (Cano, Fernández‐Manjón & García‐Tejedor, 2018).
Several studies have explored various technological interventions for individuals with ASD (Desai et al., 2014; Dixon et al. A relatively recent technology, Virtual Reality (VR), has shown promise in helping individuals with ASD improve their communication and social skills (Beach and Wendt, 2014; Bozgeyikili, 2 Raij, Katkoori, & Algasemi, 2018; Cheng, Huang, & Yang 2015; Ke & Moon, 2018; Yu-Ju, Hsiao, & Mei-Feng 2018). Although technology, including virtual reality, offers opportunities for individuals with ASD, some research studies report concerns regarding frustrations with the technology, cybersickness, and problems with communication among individuals with ASD (Brosnan et al., 2016; Chen, Lee, & Lin, 2016; Girli & Dogmaz, 2018; Laviola, 2000). In a recent study, Gleason (2017) examined the impact of VR technology on individuals with ASD from the perspective of directors of special services.
The study revealed the potential effect of VR intervention in both the school and home setting and the experimental nature of using VR technology with a focus on life and social skills. The study suggested that future research should investigate the perceptions of VR among parents of ASD individuals, which could reveal significant information about instruction and learning and enable individual life skills and academic capabilities to be prioritized. This study, therefore, focused on factors that influence the perceptions of parents of ASD adults regarding the adoption of a spherical video-based virtual reality (SVVR) mobile application specifically designed to help improve the adaptive skills of their ASD individuals. The applications are intended to help foster skills that will help ASD individuals supervise themselves and interact with people independently in their everyday lives (Schmidt, Schmidt, Glaser, Beck, Lim, & Palmer 2019).
Statement of the Problem Recently, increased attention has been paid to the use of a controllable immersive technology (virtual reality) as a therapy for individuals with special needs (Miller & Bugnariu, 2016). Many studies indicate that the use of a three-dimensional virtual reality environment intervention may improve educational outcomes and/or social skills for individuals with ASD (Beach & Wendt, 2014; Chen et al., 2016; Cheng et al., 2015; Cobb, 2007; Kandalaft, 3 Didehbani, Krawczyk, Allen, & Chapman 2013; Ke & Im, 2013; Ke & Moon, 2018; Lorenzo, Lledo, Pomares, & Roig, 2016; Yu-Ju et al. There is a need for innovative interventions and partnerships between professionals and families to help support the growing ASD population (Boyd, Odom, Humphreys & Sam, 2010). Several intervention studies have shown that partnering with parents can also positively affect individuals diagnosed with ASD (Brookman- Frazee, Stahmer, Baker-Ericzen, & Tsai, 2006; Brown & Woods, 2016; Constantino & Gruber, 2007; Crane-Mitchell & Stafford, 2017; Dunn & Dunn, 2007; Freuler, Baranek, Tashjian, Watson, Crais, & Turner-Brown 2013; Hillier, Greher, Queenan, Marshall, & Kopec 2016; Lu, Chan, Cai, Huang, Nay, & Goei 2018; MacMullin, Lunsky, & Weiss 2016; McConachie & Diggle, 2007; Meadan, Snodgrass, Meyer, Fisher, Chung, & Halle 2016; Pickard, Kilgore, & Ingersoll, 2016; Sani-Bozkurt & Ozen, 2015; Stahmer & Pellecchia, 2015; Stump, 2017; Stump, Dunn, & Tomcheck, 2016).
Studies have shown the importance of the parental role in implementing technology intervention with their disabled individuals (Stahmer, Schreibman, & Cunningham 2010; Wong, Odom, Hume, Cox, Fettig, Kucharczyk, Brock, Plavnick, Fleury, & Schultz, 2015). Parents have been involved in research in which they collaborated with educators to facilitate communication and implement the intervention with their individuals with ASD (Brown and Woods 2015; Desai et al. Another study involved parents as primary data collectors to determine the effectiveness of the intervention (Acar, Tekin-Iftar, & Yikmis 2017; Crane- Mitchell, & Stafford 2017; Meadan et al., 2016; Özen 2015; Sani-Bozkurt & Ozen 2015). Parents were interviewed to gather their opinions, perspectives, and concerns; asked to complete surveys and questionnaires; or to write daily diaries to reflect and report on the effectiveness of the intervention.
Other research showed that parents were involved in creating and implementing 4 the intervention (Acar et al., 2017; Cardon, 2012; Olçay-Gül & Tekin-Iftar, 2016). For example, a recent study by Acar et al. (2017) investigated the role of parents in developing and delivering social stories and video models to improve the social skills of children with ASD. The social stories intervention was written and implemented by trained parents, as was the development of the video imagery and implementation of the video modeling intervention.
Acar et al.