通过虚拟现实提高儿童的社会技能:专门针对特殊教育的个课程培训
Sophie C Alsem1, Anouk van Dijk1, Bram O de Castro1
1Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
Clinical child psychology and psychiatry
|March 11, 2026
概括
虚拟现实 (VR) 培训显示,行为问题儿童的社交技能立即得到改善. 然而,这些收益在两周后并没有转移到课堂上,这表明需要更多的课程.
科学领域:
- 心理学 心理学 心理学
- 教育技术的教育技术
- 特殊教育 特殊教育
背景情况:
- 特殊教育中的儿童经常面临社会技能缺陷.
- 虚拟现实 (VR) 为技能实践提供了沉浸式环境.
- 量身定制的干预措施可以改善有行为挑战的儿童的社会技能.
研究的目的:
- 为了研究单一会话的有效性,定制VR培训的社会技能在孩子的行为问题.
- 评估VR社会技能培训的直接影响和两周的转移.
- 评估儿童对VR干预的参与度和看法.
主要方法:
- 在49名特殊教育的儿童 (7-13岁) 中,采用了儿童内研究设计.
- 参与者完成了20分钟的VR会议,重点是愤怒调节,同行进入或自信.
- 在基线和干预后两周,通过VR观察和教师报告来评估社会技能.
主要成果:
- 在虚拟现实课程期间,在有针对性的社会技能方面观察到立即,实质性的改进.
- 两周后,教师报告显示,课堂社交技能没有显著改善.
- 教师们没有报告过侵略性行为或情绪问题的变化.
结论:
- 单个会议的VR培训是练习社交技能的引人入胜的工具.
- 将VR培训的社会技能转移到课堂环境中可能需要多次会议或增强的桥梁策略.
- 需要进一步的研究来优化VR干预措施,以便在特殊教育环境中长期改变行为.
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