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Experience of Adult Facilitators in a Virtual-Reality-Based Social Interaction Program for Children with Autism
ARTICLE

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Journal of Special Education Volume 48, Number 4, ISSN 0022-4669

Abstract

This phenomenological study explored and described the experiences and perceptions of adult facilitators who facilitated virtual-reality-based social interaction for children with autism. Extensive data were collected from iterative, in-depth interviews; online activities observation; and video analysis. Four salient themes emerged through the process of data generation, analysis, and comparison of participants: heterogeneity in group-based facilitation, coexistence of virtual and physical interaction spaces, sparkle and out-of-track moments, and pretraining for individualized facilitation. The findings should enrich the research area of technology-enhanced special education by delineating the dynamic processes and patterns of facilitating Internet-based social interactions for children with special needs.

Citation

Ke, F., Im, T., Xue, X., Xu, X., Kim, N. & Lee, S. (2015). Experience of Adult Facilitators in a Virtual-Reality-Based Social Interaction Program for Children with Autism. Journal of Special Education, 48(4), 290-300. Retrieved December 2, 2020 from .

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