Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review
Resumen:
Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results
| 2022 | |
| Agencia Nacional de Investigación e Innovación | |
|
Realidad virtual Realidad aumentada Discapacidad intelectual Habilidades sociales |
|
| Inglés | |
| Universidad Católica del Uruguay | |
| LIBERI | |
| https://hdl.handle.net/10895/1733 | |
| Acceso abierto | |
| Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0) |
| _version_ | 1815178684138520576 |
|---|---|
| author | Montoya-Rodríguez, María M. |
| author2 | De Souza Franco, Vanessa Augusta Tomás Llerena, Clementina Molina Cobos, Francisco J. Pizzarossa, Sofía García, Ana C. Martínez-Valderrey, Vanesa |
| author2_role | author author author author author author |
| author_facet | Montoya-Rodríguez, María M. De Souza Franco, Vanessa Augusta Tomás Llerena, Clementina Molina Cobos, Francisco J. Pizzarossa, Sofía García, Ana C. Martínez-Valderrey, Vanesa |
| author_role | author |
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| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 MD5 MD5 |
| bitstream.url.fl_str_mv | http://liberi.ucu.edu.uy/xmlui/bitstream/10895/1733/1/Virtual%20reality%20and%20augmented%20reality.pdf http://liberi.ucu.edu.uy/xmlui/bitstream/10895/1733/2/license.txt http://liberi.ucu.edu.uy/xmlui/bitstream/10895/1733/3/Virtual%20reality%20and%20augmented%20reality.pdf.txt http://liberi.ucu.edu.uy/xmlui/bitstream/10895/1733/4/Virtual%20reality%20and%20augmented%20reality.pdf.jpg |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Montoya-Rodríguez, María M. De Souza Franco, Vanessa Augusta Tomás Llerena, Clementina Molina Cobos, Francisco J. Pizzarossa, Sofía García, Ana C. Martínez-Valderrey, Vanesa |
| dc.date.accessioned.none.fl_str_mv | 2022-06-08T16:15:54Z |
| dc.date.available.none.fl_str_mv | 2022-06-08T16:15:54Z |
| dc.date.issued.none.fl_str_mv | 2022 |
| dc.description.abstract.none.fl_txt_mv | Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results |
| dc.description.sponsorship.none.fl_txt_mv | Agencia Nacional de Investigación e Innovación |
| dc.format.extent.es.fl_str_mv | 23 p. |
| dc.format.mimetype.none.fl_str_mv | application/pdf |
| dc.identifier.anii.es.fl_str_mv | FSED_2_2019_1_156062 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/1733 |
| dc.language.iso.none.fl_str_mv | eng |
| dc.publisher.es.fl_str_mv | Sage |
| dc.relation.ispartof.es.fl_str_mv | Journal of Intellectual Disabilities, Vol. 0, No. 0, 2022. |
| dc.rights.license.none.fl_str_mv | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0) |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.subject.es.fl_str_mv | Realidad virtual Realidad aumentada Discapacidad intelectual Habilidades sociales |
| dc.title.none.fl_str_mv | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| dc.type.es.fl_str_mv | Artículo |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results |
| eu_rights_str_mv | openAccess |
| format | article |
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| identifier_str_mv | FSED_2_2019_1_156062 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | eng |
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| publishDate | 2022 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0) |
| spelling | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccess2022-06-08T16:15:54Z2022-06-08T16:15:54Z2022https://hdl.handle.net/10895/1733FSED_2_2019_1_156062Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. 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| spellingShingle | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review Montoya-Rodríguez, María M. Realidad virtual Realidad aumentada Discapacidad intelectual Habilidades sociales |
| status_str | publishedVersion |
| title | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| title_full | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| title_fullStr | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| title_full_unstemmed | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| title_short | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| title_sort | Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review |
| topic | Realidad virtual Realidad aumentada Discapacidad intelectual Habilidades sociales |
| url | https://hdl.handle.net/10895/1733 |
