{"id":25267,"date":"2025-09-03T09:07:53","date_gmt":"2025-09-03T07:07:53","guid":{"rendered":"https:\/\/is.ijs.si\/?p=25267"},"modified":"2025-12-11T09:32:22","modified_gmt":"2025-12-11T08:32:22","slug":"understanding-the-potential-of-virtual-reality-use-in-theeducation-of-youth-with-autism","status":"publish","type":"post","link":"https:\/\/is.ijs.si\/?p=25267","title":{"rendered":"Understanding the Potential of Virtual Reality Use in theEducation of Youth with Autism"},"content":{"rendered":"\n<p>Vanja Riccarda Kiswarday, Nu\u0161a Pe\u0161l and Andreja Klan\u010dar<\/p>\n\n\n\n<p><strong>Abstract<\/strong><br>This paper explores professionals&#8217; understanding of potential, use,<br>and attitudes toward virtual reality (VR) technology in the education<br>of youth with autism. A quantitative empirical study conducted in<br>March 2025 included 116 professionals from various fields, all with<br>experience working with individuals on the autism spectrum. The<br>results show that VR is used very rarely in this context, and most<br>respondents rate their familiarity with the technology as low to<br>moderate. Key advantages identified include a safe and adaptable<br>learning environment, increased student motivation, and<br>opportunities to develop social and communication skills. The main<br>barriers reported are a lack of equipment, insufficient professional<br>training, and high costs associated with purchasing and maintaining<br>VR systems. Nevertheless, the majority of respondents expressed a<br>willingness to incorporate VR into their professional practice,<br>provided that appropriate support and training are available. The<br>findings highlight the potential of VR as a supportive technology in<br>the education of individuals with autism, while emphasizing the need<br>for systemic measures to enable its broader implementation.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.16.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of digin.16.\"><\/object><a id=\"wp-block-file--media-441280e7-8368-4cac-9a1a-de8e1a0914bd\" href=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.16.pdf\">digin.16<\/a><a href=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.16.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-441280e7-8368-4cac-9a1a-de8e1a0914bd\">Download<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Vanja Riccarda Kiswarday, Nu\u0161a Pe\u0161l and Andreja Klan\u010dar AbstractThis paper explores professionals&#8217; understanding of potential, use,and attitudes toward virtual reality (VR) technology in the educationof youth with autism. A quantitative empirical study conducted inMarch 2025 included 116 professionals from various fields, all withexperience working with individuals on the autism spectrum. Theresults show that VR is used very rarely in this context, and mostrespondents rate their familiarity with the technology as low tomoderate. Key advantages identified include a safe and adaptablelearning environment, increased student motivation, andopportunities to develop social and communication skills. The mainbarriers reported are a lack of equipment, insufficient professionaltraining, and high costs associated with purchasing and maintainingVR systems. Nevertheless, the majority of respondents expressed awillingness to incorporate VR into their professional practice,provided that appropriate support and training are available. Thefindings highlight the potential of VR as a supportive technology inthe education of individuals with autism, while emphasizing the needfor systemic measures to enable its broader implementation.<\/p>\n","protected":false},"author":29,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[119,102],"tags":[],"class_list":["post-25267","post","type-post","status-publish","format-standard","hentry","category-doi-digin-2025","category-papers"],"_links":{"self":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25267","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/users\/29"}],"replies":[{"embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=25267"}],"version-history":[{"count":2,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25267\/revisions"}],"predecessor-version":[{"id":26273,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25267\/revisions\/26273"}],"wp:attachment":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=25267"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=25267"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=25267"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}