Participatory, human-centered, equitable, neurodiverse, and inclusive XR: Co-design of extended reality with autistic users

Extended reality (XR) such as Virtual Reality (VR) and Augmented Reality (AR) has been heralded as a particularly promising technology for autistic people. However, prior studies have centered around curing or ameliorating deficits and impairments and are typically conducted by non-disabled and non-...

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Vydáno v:Educational Technology ＆ Society Ročník 27; číslo 4; s. 283 - 301
Hlavní autoři: Schmidt, Matthew, Lu, Jie, Huang, Rui, Francois, Marc-Sonley, Lee, Minyoung, Wang, Xiaoman, Feijoo-Garcia, Pedro Guillermo
Médium: Journal Article
Jazyk:angličtina
Vydáno: International Forum of Educational Technology ＆ Society 01.10.2024
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
International Forum of Educational Technology & Society
Témata:
Augmented Reality
Autism
co-design
educational design research
Educational planning
extended reality (xr)
human-centered computing
learning experience design
Medical research
Medicine, Experimental
Special Issue Articles
Usability testing
Virtual reality
Human-centered computing
Autism
Co-design
Learning experience design
Extended Reality (XR)
Educational design research
ISSN:1176-3647, 1436-4522, 1436-4522
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Popis
Shrnutí:Extended reality (XR) such as Virtual Reality (VR) and Augmented Reality (AR) has been heralded as a particularly promising technology for autistic people. However, prior studies have centered around curing or ameliorating deficits and impairments and are typically conducted by non-disabled and non-autistic researchers. Using co-design and a variety of learning experience design methods and processes, Project PHoENIX (Participatory, Human-centered, Equitable, Neurodiverse, and Inclusive XR) speaks to the need for research that applies a social-ecological perspective to the design and evaluation of VR experiences for autistic users, with the goal of decreasing environmental barriers and promoting a more inclusive society. In this study, we describe a multi-cycle process of educational design research (EDR), consisting of iterative human-centered formative design, development, implementation, and evaluation of Project PHoENIX from Spring 2021 to Spring 2022. A framework for conducting co-design and collaborative educational design research with autistic individuals in a VR environment is provided along with design principles that support this framework. Findings from 3 meso-cycles illustrate the dual outcomes of educational design research, namely, (1) a consistently maturing intervention and (2) improving theoretical understanding. Findings underscore the feasibility of our approach, and demonstrate potential to scale.
ISSN:1176-3647
1436-4522
1436-4522
DOI:10.30191/ETS.202410_27(4).SP05