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Vrsensory: Developing Virtual Play Spaces Based on Sensory Preferences
Assistive and therapeutic technologies have traditionally been aimed at recognizing or correcting atypical behavior, teaching skills, and prompting—thus addressing only the behavioral and cognitive aspects of the condition. A more limited set of efforts have explicitly considered the core challenge of sensory processing. Sensory processing patterns and challenges impact activities of daily living not only for people with autism but also for those with ADHD, dyslexia, and typical development. By addressing sensory needs first in design, we not only aim to support users with autism, but also other neurodiverse conditions, as well as neurotypical children in a way that promotes the inclusion of diverse children in mainstream leisure activities. Addressing multiple abilities that include both users with and without disabilities results in better design for all users. As “similar sensory subtypes are present in the general population of children, addressing sensory needs is a mainstream need as well as an assistive need. As an assistive need, focus on sensory processing needs to be increased as many best- practice therapeutic interventions and assistive technologies for autism and ADHD view sensory processing challenges as secondary to social and learning challenges. This work shifts this thinking by focusing on underlying sensory needs supported by customized virtual environments that are tailored to these needs as well as the end user’s leisure interests.
Objectives:
By addressing the user’s often hidden sensory needs as system requirements, we translate the recent findings of neurologists who argue sensory differences are the basis for differences in social behavior and learning. Sensory factors impact many aspects of daily life such as social participation, cognition, temperament, and participation. This approach directs us to shift to supporting foundational skills of learning by addressing sensory preferences before addressing social or functional skills.
Methods:
We employed a user-centered design process in which we conducted a series of paper and digital prototyping session with the three participants. We analyzed the data we collected via interviews with family and children, direct observations during use, video recording in use, and screen capture. As the final multi user study evolved into a game, we employed a framework borrowed from game design research as a lens for that analysis.
Results:
We designed three custom virtual reality applications based on extant occupational therapy research regarding four distinct sensory patterns. Specifically, we employ the concept of sensory quadrants described in the Sensory Profile 2 (W. Dunn 2014). Dunn’s theory of sensory information processing explains how modulating oneself to the environment is inherent in engaging in activities. All participants were comfortable and played in each module independently and they were socially engaged in the most passive play module.
Conclusions:
This work demonstrates that by using sensory preferences to guide design interaction styles and virtual environmental features, we can support comfortable and engaging virtual space in which neurodiverse children can play together.