Didactic and experimental study on the impact of augmented/virtual reality on students

Abstract

Our research is part of the analysis of cognitive problems mainly in students with pervasive developmental disorder (PDD) and the introduction of virtual or augmented reality into their daily lives in order to remedy them. The emphasis will be on techniques or computer-modeled applications that can contribute to the improvement of the subject's communicative and emotional skills. In order to provide answers to all our questions, we based ourselves on exploratory interviews and examinations based on the use of virtual or augmented reality (AR/VR) in the care of students with PDD. In other words, we considered it necessary to focus our study on the use of virtual environments (geolocalized) and avatars, which result in: The display of the environment in 3D as well as all the objects (avatars) constituting it; The discernment of the task performed or to be performed; The increase in the salience of certain objects; The delivery of instructions in interaction with the virtual or real environment with the aim of increasing the students's ability to process and use incoming information in order to better manage activities of daily living (ADL), repeat them as much as necessary, and subsequently control the situation. The exposure of various innovative specific techniques little known in the treatment of PDD.