Immersive Virtual Reality as a strategy to improve speaking skill in children with Autism Spectrum Disorders Level 1

Abstract

Inclusive education currently aims to guarantee equal opportunities and access to quality learning for all students; however, children diagnosed with Autism Spectrum Disorder (ASD) often experience significant difficulties in developing oral communication skills, particularly in foreign language learning contexts such as English, where challenges related to social interaction, attention, and anxiety may limit effective participation. To address this educational gap, the objective of our research was to examine how well Immersive Virtual Reality (IVR) works as a teaching aid to improve English speaking skills in students with ASD Level 1 at Riobamba American High School by 2024. The study used a combination of practical research methods, focusing on clinically diagnosed students with ASD. It included pre- and post-program tests to assess their speaking skills, as well as observation sheets to track their performance, interaction, and participation throughout the process. The study showed clear progress in important aspects of speaking skills, such as pronunciation, and enthusiasm for participating in speaking exercises. Furthermore, when in the virtual reality environment, students paid closer attention and felt less nervous. It turns out that using IVR is an excellent way to help children with ASD speak better by providing a learning space that is organized, engages the senses, and is not overly stressful. It's a good idea for teachers to consider using IVR strategies in their English classes. With some personal adjustments and teaching tips, this can give everyone a better opportunity to communicate and make learning more equitable for students with different learning styles.