University of Kansas researchers have embarked on an innovative journey with the development of an advanced virtual reality system designed to aid students with disabilities, particularly those on the autism spectrum, in acquiring and enhancing their social skills necessary for navigating daily school life. This groundbreaking research initiative, which has spanned over a decade, now achieves a significant milestone by securing substantial funding aimed at integrating artificial intelligence components into this immersive learning platform. The transformation promises a more realistic and effective way for these students to practice social interactions in settings that resemble real-life scenarios.
The U.S. Office of Special Education Programs has recognized the importance of this project by awarding a generous five-year grant of $2.5 million to the faculty and researchers within the University of Kansas’s School of Education & Human Sciences. This initiative, titled Increasing Knowledge and Natural Opportunities With Social Emotional Competence, abbreviated as iKNOW, aims to expand upon earlier work and create an engaging, mixed-reality experience that merges extended reality (XR) with elements of artificial intelligence. This blend is intended to provide students and educators with an authentic platform for interactive learning and development.
The iKNOW program evolves directly from the successful Virtual reality Opportunity to Integrate Social Skills (VOISS) system, which has previously shown remarkable efficacy in improving social competencies among students with disabilities. The VOISS technology includes an impressive array of 140 distinct learning scenarios. These scenarios are structured to foster understanding of 183 different social skills through immersive simulations set in a variety of typical school environments, including classrooms, hallways, cafeterias, and buses. By using platforms such as iPads, Chromebooks, and Oculus VR headsets, teachers and students can leverage this resourceful tool to experience social interactions that extend beyond the confines of traditional classroom settings.
The infusion of AI into the iKNOW framework is set to elevate its capabilities beyond simple interactions. It will incorporate large language models that will facilitate more fluid and natural conversations, empowering students to respond spontaneously instead of merely selecting pre-determined options. The system will enable user-initiated spoken responses, which the AI can transcribe accurately in real time, thus mimicking genuine conversational exchanges. In addition, iKNOW’s AI capabilities will generate appropriate video responses to the avatars that students interact with, providing a multisensory learning experience that enhances engagement and understanding.
Amber Rowland, an assistant research professor within KU’s Center for Research on Learning and co-principal investigator of the project, emphasized the advancements in avatar interactivity that iKNOW introduces. The avatars will react and display behaviors reflective of real human interactions, serving as models for the students to emulate. This element is particularly critical; it allows students to engage in more authentic exchanges without the pressure of judgment from peers. The opportunity to practice social skills in this low-stakes environment reduces anxiety and empowers students to hone their abilities until they feel ready to integrate these skills into real-world situations.
Another pivotal aspect of iKNOW is its ability to provide real-time progress monitoring for students. This function will furnish educators and families with valuable insights regarding student engagement, including metrics such as the duration of spoken interaction, frequency of vocal participation, utilization of key vocabulary, and identification of challenge areas within the system. Such data is instrumental in fine-tuning educational approaches and strategies, fostering a tailored learning experience that meets the specific needs of each student.
The voices of the avatars featured in the iKNOW program are sourced from actual middle school students, educators, and school administrators, further enriching the authenticity of the interactions. This design choice eliminates the anxiety often associated with peer judgments during practice. Students engaging with the platform can focus solely on skill development, practicing until they achieve a level of comfort that enables them to transition from the XR setting to interactions in their everyday life.
Maggie Mosher, another co-principal investigator for the grant and an assistant research professor at KU’s Achievement & Assessment Institute, highlighted the significant potential iKNOW holds in alleviating some of the burdens faced by educators. By equipping students with this sophisticated technological tool, the program aims to empower young learners to navigate social complexities independently. Mosher’s previous research comparing VOISS to other interventions yielded statistically significant results in enhancing social skills across multiple contexts, reinforcing the importance of integrating advanced technology in special education.
As iKNOW is poised to redefine the educational landscape, the research team, led by principal investigator Sean Smith, professor of special education, will showcase their findings at the annual I/ITSEC conference. This prestigious event represents the largest exhibition dedicated to modeling, simulation, and training in the world, bringing together experts from various fields to explore innovations that can transform educational practices.
The implementation of VOISS has already gained traction with schools across the nation, and the introduction of iKNOW is expected to further enhance the reach and effectiveness of these interventions. Interested parties, including educators and families, are encouraged to explore the iKNOW website, where they can access demonstrations, relevant information, and contact developers to learn how to incorporate this advanced system into their teaching practices.
The new resources accompanying the iKNOW project will also provide invaluable tools for educators and families through a platform called iKNOW TOOLS. This initiative aims to facilitate the practical application of social skills across real-life contexts, ensuring that students have the guidance necessary to generalize what they learn in the virtual setting to their everyday interactions.
In integrating cutting-edge AI with the foundational principles of social-emotional learning through VR, the iKNOW initiative aspires to create an educational environment that is not only engaging but also deeply supportive of the unique needs of students with disabilities. Sean Smith expressed optimism about the potential impact of iKNOW, underscoring the hope that this revolutionary system will inspire greater engagement among students, equipping them with the essential social skills needed for academic success and improved overall learning outcomes.
By leveraging research-backed methodologies within the realm of virtual reality, the iKNOW project represents a significant stride forward in the quest to enhance social learning for students with disabilities. This innovative approach holds the promise of empowering individuals to thrive in diverse social contexts, ultimately contributing to more inclusive educational experiences.
As the research unfolds, the integration of advanced technology and tailored learning strategies highlights the importance of adaptability and innovation in addressing the unique challenges faced by students with disabilities. The commitment to fostering social skill development through iKNOW exemplifies a proactive approach in shaping more inclusive educational practices, paving the way for a future where all students can flourish.
Subject of Research: People
Article Title: The Social Validity of Video Modeling Versus Virtual Reality for Improving the Social Communication Skills of Middle School Students
News Publication Date: 15-Jan-2025
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Keywords: Education technology, Disabled students, Education research, Social research, Social development, Speech development, Research funding, Artificial intelligence, Special education, Teaching, Virtual reality, Research and development.
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