자폐성장애 학생을 위한 가상현실 기반 중재 연구에 대한 고찰
A Research Review on Virtual Reality-Based Intervention for Students with Autism Spectrum Disorders
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참고문헌
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초록
본 연구에서는 가상현실을 실제 자폐성장애학생 교육에 적용하여 효과를 검증한 선행연구들을 고찰해 보면서, 선행연구의 동향과 더불어 실제 자폐성장애 학생 교육 현장에서효과적으로 검증된 가상현실 프로그램의 유형 및 효과성을 탐색해보았다. 이를 위해 학술데이터베이스를 활용하여 1990년에서부터 2015년까지 발표된 논문들을 검색한 결과, 총12편의 국외 논문을 분석 대상으로 선정되었다. 연구결과, 선행연구들은 학령기 학생들을대상으로 한 연구가 다수였으며, 단일집단 또는 통제집단 사전-사후검사 설계가 가장 많았다. 가상현실 기반 중재 프로그램의 유형은 협력적 가상현실 환경에서 사회적 상호작용 기반 중재유형, 협력적 가상현실 환경에서 과제 수행 기반 중재 유형, 단일 사용자 가상환경에서 사회적상황의 경험 유형으로 구분되었다. 중재의 효과성은 행동적 효과로서 사회적 상호작용 행동, 사회적 및 직업기술 증가가 나타났다. 그리고 인지적 효과로는 사회적 인지 및 사회적 상황이해, 개념 이해 능력, 사회적 실재감 인지 증가가 있었다. 정서적 효과로는 공감 및 감정인식, 동기유발과 흥미 향상이 보고되었다. 논의에서는 자폐성장애 학생에게 효과적인 가상현실 기반중재의 적용에 대한 제언과 앞으로의 과제를 제시하였다.
Abstract
The purpose of the study is to review the recent literature on applying virtual reality-based intervention in the educational settings for students with autism spectrum disorders and to identify research method, intervention type, and educational effectiveness appeared in the research. The search procedures through the Web-database system were implemented to find the proper research, and a total of 12 articles were included in this review. The results indicated that most of subjects were school-age children and youth, also pre-post test design was mostly implemented. Results founded several intervention types applying virtual reality: social interaction type in collaborative virtual environments(CVE), task performance type in CVE, and social experience type in single-user virtual environments. Additionally, the results indicated that the educational effectiveness was the improvements of social interactions, social skills, social cognition, social comprehension, empathy, motivation and so on. Implications and recommendations for future research based on the results were suggested.
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