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On the Development of VR and AR Learning Contents for Children on the Autism Spectrum: From Real Requirements to Virtual Scenarios

On the Development of VR and AR Learning Contents for Children on the Autism Spectrum: From Real Requirements to Virtual Scenarios

Gerardo Herrera, Lucia Vera, Javier Sevilla, Cristina Portalés, Sergio Casas
Copyright: © 2018 |Pages: 36
ISBN13: 9781522552437|ISBN10: 152255243X|EISBN13: 9781522552444
DOI: 10.4018/978-1-5225-5243-7.ch005
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MLA

Herrera, Gerardo, et al. "On the Development of VR and AR Learning Contents for Children on the Autism Spectrum: From Real Requirements to Virtual Scenarios." Augmented Reality for Enhanced Learning Environments, edited by Gerardo Reyes Ruiz and Marisol Hernández Hernández, IGI Global, 2018, pp. 106-141. https://doi.org/10.4018/978-1-5225-5243-7.ch005

APA

Herrera, G., Vera, L., Sevilla, J., Portalés, C., & Casas, S. (2018). On the Development of VR and AR Learning Contents for Children on the Autism Spectrum: From Real Requirements to Virtual Scenarios. In G. Reyes Ruiz & M. Hernández Hernández (Eds.), Augmented Reality for Enhanced Learning Environments (pp. 106-141). IGI Global. https://doi.org/10.4018/978-1-5225-5243-7.ch005

Chicago

Herrera, Gerardo, et al. "On the Development of VR and AR Learning Contents for Children on the Autism Spectrum: From Real Requirements to Virtual Scenarios." In Augmented Reality for Enhanced Learning Environments, edited by Gerardo Reyes Ruiz and Marisol Hernández Hernández, 106-141. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5243-7.ch005

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Abstract

Autism spectrum disorder (ASD) is an umbrella term used to group a range of brain development disorders. The learning profile of most people with ASD is mainly visual, and VR and AR technologies offer important advantages to provide a visually based mean for gaining access to educational contents. The prices of VR and AR glasses and helmets have fallen. Also, a number of tools that facilitate the development and publication of AR and VR contents have recently appeared. Therefore, a scenario of opportunity for new developments has appeared in this field. This chapter offers guidelines for developing AR and VR learning contents for people on the autism spectrum and analyses those guidelines from the perspective of two important case studies developed in previous years.

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