Virtual Environments for Social Skills Training: The Importance of Scaffolding in Practice
Steven J. Kerr, Helen R. Neale, Sue V. G. Cobb · 2002 · Proceedings of the Fifth International ACM Conference on Assistive Technologies (Assets 02) · doi:10.1145/638249.638269
Summary
This paper describes the design and initial testing of two single-user virtual environment (VE) scenarios developed as part of the AS Interactive project, a multidisciplinary effort involving VR developers, psychologists, human factors researchers, and autism training consultants at the University of Nottingham. The VEs were designed to teach social skills to adolescents and adults with Asperger's Syndrome by allowing them to practice social interactions in safe, controlled virtual settings. Two scenarios were developed: a café scene where users must find a seat and order food while navigating social conventions (e.g., not sitting too close to strangers, asking politely), and a bus scenario where users must find an appropriate seat while considering social norms about personal space and proximity. Both scenarios incorporated four difficulty levels, from simple (empty café/bus) to complex (crowded with varied social constraints). The VEs were built on a Pentium 2 PC with a 4x4 foot rear-projected screen, and users navigated using a joystick while clicking on objects and characters to interact. The paper focuses extensively on the challenge of implementing scaffolding — structured support that guides learning without over-constraining exploration — within the constructivist educational framework that VEs naturally support. The authors discuss the tension between allowing free exploration (constructivism) and ensuring users with autism do not miss important learning goals.
Key findings
Initial trials were conducted at Rosehill School in Nottingham with students between 8 and 12 from the 16+ age group, along with two teachers and some carers. Several important findings emerged about scaffolding design. Students needed a training environment to familiarize themselves with the interface before the actual scenarios — they initially did not know how to interact with the VE (e.g., clicking on objects or asking questions). A highlight-based scaffolding system that indicated clickable objects and actions was essential but needed careful calibration — too many hints removed the learning challenge, while too few left students confused. The teacher's role proved critical: teachers needed to initially control the VE experience, explaining what was happening and guiding navigation, before gradually handing control to students. Peer group acceptance was found to be more important to students than teacher opinions, suggesting group learning sessions could be more motivating. Some students were more engaged than others, with difficulty levels needing to be tailored individually. Fears about students "learning the program" rather than actually learning social skills were partially realized — after repeated use, students could navigate scenarios by memory rather than social reasoning. The sessions with bus and café environments highlighted why software should support both individual and group use, as group discussions about social scenarios proved particularly valuable.
Relevance
This paper provides early evidence for using virtual environments as social skills training tools for people with autism spectrum conditions, an approach that has since grown into a significant area of assistive technology research and practice. The detailed discussion of scaffolding challenges is directly relevant to anyone designing educational technology for neurodiverse users. The key practical lessons include: learning environments need explicit familiarization phases; scaffolding must adapt to individual skill levels; teacher involvement remains essential even with technology-based interventions; and group discussion around virtual scenarios can be as valuable as individual practice. The finding that students may learn to navigate the program rather than genuinely develop social understanding is an important caution for all simulation-based training. For accessibility practitioners, the research demonstrates that effective assistive technology for cognitive and social disabilities requires deep collaboration with educators and clinicians, not just technical development. The study is limited by its small sample size and preliminary nature, but it established a practical framework for VE-based social skills training that subsequent research has built upon.
Tags: autism · virtual environment · social skills · scaffolding · education · Asperger syndrome · constructivism · virtual reality