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An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study

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  • Kannikar Intawong
  • Pipitton Homla
  • Natchaya Wongwan
  • Supicha Niemsup
  • Perasuk Worragin
  • Saowalak Langgapin
  • Kitti Puritat

Abstract

This study aims to investigates the design and development of Immersive Virtual Reality Systems (IVRS) to enhance social interaction and communication skills among children with Autism Spectrum Disorder (ASD) in Thailand. Given the challenges of limited access to specialized care, the IVRS platform offers an innovative, home-based alternative for improving conversational skills in school settings without direct therapist involvement. Our mixed-methods research included 10 participants and combined quantitative analysis using the Social Communication Questionnaire (SCQ) with qualitative insights from interviews with parents and therapists. The quantitative results did not show statistically significant improvements, but qualitative feedback highlighted the platform’s effectiveness in enhancing social interaction and communication skills. The findings suggest that the IVRS platform could serve as a valuable supplementary tool for therapists. Additionally, design considerations for improving the platform’s usability and engagement are discussed, providing valuable lessons for further development of Immersive Virtual Reality Systems for ASD. This research represents an innovative advancement in ASD therapy in Thailand, offering insights for future implementations.

Suggested Citation

  • Kannikar Intawong & Pipitton Homla & Natchaya Wongwan & Supicha Niemsup & Perasuk Worragin & Saowalak Langgapin & Kitti Puritat, 2025. "An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study," SAGE Open, , vol. 15(2), pages 21582440251, June.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:2:p:21582440251341985
    DOI: 10.1177/21582440251341985
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