The Relationship Between Learner Preference and Social Skill Acquisition: Interventions Delivered Through Virtual Technology
Location
Session 1 Presentations - Assistive Technology
Proposal Track
Research Project
Session Format
Presentation
Abstract
Social competence is necessary for students to interact and attain academic success (Merrill et al., 2017). Yet, educators report feeling inadequate in providing social skill instruction to students (Dobbins et al., 2010). Virtual reality (VR) has the potential to provide this instruction in a systematic manner. However, there is limited research on the application of VR to improve SS for students (Kim et al., 2012; Rajendran, 2013). This mixed-methods study sought to determine the preferences of students receiving VR intervention and the effect of user preference on social skill acquisition. The results that emerge from comparing the exploratory qualitative data with outcome expressive communication (EC) data are discussed. We conclude with recommendations for researchers and practitioners implementing social skill interventions.
Keywords
Social Skills, Virtual Reality, Immersion, Choice, Preference, Autism, Instructional Technology, Assistive Technology
Professional Bio
Dr. Carreon is an assistant professor in the Department of Elementary and Special Education. A previous special education classroom educator, Carreon has experience teaching students with disabilities in elementary and secondary students with both low and high incidence disabilities in Illinois. He earned a Ph.D. in Special Education from the University of Kansas where he specialized in instructional design, technology and innovation. Carreon’s current research is focused on the use of immersive and innovative technology to support students with disabilities, teacher professional development for the implementation and use of immersive technologies, and how immersive technologies can impact social skill learning for students with autism spectrum disorder (ASD). Carreon was recently (2021) awarded the recognition of Article of the Year in the Journal of Special Education Technology’s Tech in Action Series.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Carreon, Adam C. and Mosher, Maggie, "The Relationship Between Learner Preference and Social Skill Acquisition: Interventions Delivered Through Virtual Technology" (2021). Georgia Educational Research Association Conference. 5.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/5
The Relationship Between Learner Preference and Social Skill Acquisition: Interventions Delivered Through Virtual Technology
Session 1 Presentations - Assistive Technology
Social competence is necessary for students to interact and attain academic success (Merrill et al., 2017). Yet, educators report feeling inadequate in providing social skill instruction to students (Dobbins et al., 2010). Virtual reality (VR) has the potential to provide this instruction in a systematic manner. However, there is limited research on the application of VR to improve SS for students (Kim et al., 2012; Rajendran, 2013). This mixed-methods study sought to determine the preferences of students receiving VR intervention and the effect of user preference on social skill acquisition. The results that emerge from comparing the exploratory qualitative data with outcome expressive communication (EC) data are discussed. We conclude with recommendations for researchers and practitioners implementing social skill interventions.
