互动虚拟现实培训以改善发展性语言障碍青少年的社会情感功能:可行性研究
Elke Arts1,2, Bram O De Castro3, Ellen Luteijn2,4
1Behavioural Science Institute, Radboud University, The Netherlands.
Clinical child psychology and psychiatry
|December 22, 2023
概括
虚拟现实 (VR) 培训对改善发育性语言障碍 (DLD) 的青少年的社会情感技能有希望. 这种交互式VR方法被认为是可行的,受到参与者的赞赏,并在实践期间增强了他们的存在感.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 教育技术的教育技术
背景情况:
- 社会情感功能对于青少年的发展至关重要.
- 患有发育性语言障碍 (DLD) 的青少年经常面临社会情感技能方面的挑战.
- 现有的干预措施经常依赖于语言,限制了它们对DLD患者的适用性.
研究的目的:
- 评估互动虚拟现实 (VR) 培训计划"互动"的可行性,用于DLD的青少年.
- 为了评估青少年对VR环境的欣赏和存在感.
- 探索VR干预后社会情感技能的潜在改善.
主要方法:
- 一个由9名患有DLD的青少年 (13至16岁) 组成的样本参加了为期6个会议的"互动"虚拟现实培训.
- 参与者提供了关于存在,欣赏和社会情感功能的自我报告.
- 收集的数据包括存在评级,欣赏反和每周的社会情感技能评估.
主要成果:
- "互动"虚拟现实训练被认为是DLD青少年的可行方法.
- 参与者报告了对VR培训的高度赞赏和强烈的存在感.
- 社会情感技能的改善在参与者之间以及训练的不同技能之间有所不同.
结论:
- 互动虚拟现实培训,如"互动",为增强DLD青少年的社会情感功能提供了一个有希望的途径.
- 可行性和积极的接待表明VR是补充现有干预措施的宝贵工具.
- 需要对更大的样本进行进一步的研究,以证实这些初步发现.
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