The Relationship Between Learner Preference in Virtual-Reality-Delivered Interventions and Social Skill Acquisition

• In Event: AERA Poster Session 3
  In Poster Session: Technology and Social Spaces (San Diego)

Abstract

Social competence is necessary for students to interact and attain academic success (Merrill et al., 2017). Yet, educators report feeling inadequate in providing social skill instruction to students (Dobbins et al., 2010). Virtual reality (VR) has the potential to provide this instruction in a systematic manner. However, there is limited research on the application of VR to improve SS for students (Kim et al., 2012; Rajendran, 2013). This study sought to determine the preferences of students receiving VR intervention and the relationship between social skill acquisition and preference. The results that emerge from comparing the exploratory qualitative data with outcome quantitative expressive communication (EC) data are discussed. We conclude with recommendations for researchers and practitioners implementing social skill interventions.

Authors

• Maggie A. Mosher, University of Kansas

• Adam Carreon, Georgia Southern University

• Lindsay Ruhter, The University of Kansas

• Sean J. Smith, University of Kansas

• Amber L. Rowland, The University of Kansas

• Nadya Vignola