HCC: Small: ProSocial: A 360-Degrees Video-based Virtual Reality Game Strengthening Social-emotional Skills with Adults with Autism Spectrum Disorder

HCC：小型：ProSocial：一款基于 360 度视频的虚拟现实游戏，可增强患有自闭症谱系障碍的成年人的社交情感技能

• 批准号: 2124549
• 负责人: Sri Kurniawan
• 金额: $ 49.77万
• 依托单位: University of California-Santa Cruz
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2124549&HistoricalAwards=false
• 关键词: HCC; Small; ProSocial; 360; Degrees

People with developmental disabilities often suffer from deficits in social-emotional skills, including recognizing and managing emotions and maintaining conversations, that are crucial for education, work, and life successes. The overarching goal of the project is to employ participatory design methods to understand the methods for teaching and enhancing social-emotional skills of high-functioning individuals with developmental disabilities, such as those with Autism Spectrum Disorder (ASD). This project also aims to co-design 360-degree video-based Virtual Reality environments with human actors with relevant stakeholders aimed at providing a realistic and practical learning environment for these individuals, thereby promoting transfer of skills from the virtual environment to real life scenarios they regularly encounter. The co-design process will include individuals with developmental disabilities and their families and professional caregivers. The goal of the virtual environments is to provide effective social-emotional skill training with minimal to no support from behavioral specialists. While the project focuses on individuals with developmental disabilities, the project research results can be used for society at large for a variety of behavioral and social skills training based on: 1) the lessons learned and the methods of participatory design for teaching and enhancing social-emotional skills and 2) the virtual environments depicting scenarios that are common in day-to-day interactions for most adults. The project also provides excellent opportunities for multidisciplinary education involving computer science, game design, human-computer interactions, and psychology.The project’s goal is to employ participatory design methods to understand the methods for teaching and enhancing social-emotional skills of high-functioning individuals with developmental disabilities such as those with Autism Spectrum Disorder (ASD). The design requirement gathering methods include interviews with adults with developmental disabilities their family members, behavioral specialists, speech language pathologists, vocational and community support providers and psychologists, complemented with role-playing workshops involving common vocational and social interactions that are analyzed using Journey Mapping and Progression Mapping techniques. Two learning theories: Applied Behavior Analysis (ABA) and Cognitive Behavioral Therapy (CBT), form the foundation of the project and inform the design of the Virtual Reality environments. From methodological point of view, society and scientific communities can learn from this project how the combination and modification of existing theories for assisting adults with developmental disabilities, such as ABA and CBT, may be used to promote social-emotional skill training for these adults in “safe” (virtual) environments. Another significant aspect of the project is the longitudinal study on the participants with alternating VR-based and role-playing workshop-based training. This innovative and comprehensive longitudinal study will help provide critical insights to understand: (a) whether the skills learned in virtual environments transfer to real-world scenarios; (b) how/whether VR-based training helps caregivers such as Speech Language Pathologists (SLPs) to work better with people with developmental disorders.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

发育障碍患者通常缺乏社交情感技能，包括识别和管理情绪以及保持对话，这对教育，工作和生活的成功至关重要。该项目的总体目标是采用参与式设计方法，以了解教学方法和提高具有发育障碍的高功能个体的社交情感技能，例如自闭症谱系障碍（ASD）。该项目还旨在与人类演员和相关利益攸关方共同设计360度基于视频的虚拟现实环境，旨在为这些人提供一个现实和实用的学习环境，从而促进技能从虚拟环境转移到他们经常遇到的真实的生活场景。共同设计过程将包括发育障碍的个人及其家人和专业护理人员。虚拟环境的目标是提供有效的社交情感技能训练，而行为专家的支持很少甚至没有。虽然该项目的重点是发展障碍的个人，但项目研究结果可用于整个社会的各种行为和社交技能培训，这些培训基于：1）所吸取的教训和参与式设计的方法，用于教学和提高社交情感技能，2）虚拟环境描绘了大多数成年人日常互动中常见的场景。该项目还为计算机科学、游戏设计、人机交互和心理学等多学科教育提供了良好的机会。该项目的目标是采用参与式设计方法，了解自闭症谱系障碍（ASD）等发育障碍的高功能个体的教学方法和提高社交情感技能的方法。设计需求收集方法包括与发育障碍成年人及其家庭成员，行为专家，言语语言病理学家，职业和社区支持提供者和心理学家的访谈，辅以角色扮演研讨会，涉及使用旅程映射和进展映射技术分析的常见职业和社会互动。两种学习理论：应用行为分析（阿坝）和认知行为疗法（CBT）构成了该项目的基础，并为虚拟现实环境的设计提供了信息。从方法论的角度来看，社会和科学界可以从该项目中了解如何结合和修改现有的帮助发育障碍成年人的理论，例如阿坝和CBT，以促进这些成年人在“安全”（虚拟）环境中的社交情感技能培训。该项目的另一个重要方面是对参与者进行纵向研究，交替进行基于VR和基于角色扮演的研讨会培训。这项创新和全面的纵向研究将有助于提供关键的见解，以了解：（a）在虚拟环境中学习的技能是否转移到现实世界的场景中;（B）基于虚拟现实的培训如何/是否有助于诸如言语语言病理学家（SLP）的护理人员该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的学术价值和更广泛的影响审查标准。