Computer vision (CV) is a subset of artificial intelligence (AI) that focuses on enabling computers to detect and understand objects from visual stimuli and multimedia. With advances in computational power and open-source libraries, more educators and instructional designers are seeking to capitalize on the perceived benefits of CV. This work-in-progress paper reports the CV approach our research team has developed to explore the usage patterns of neurodiverse learners within a 360-degree spherical video-based virtual reality system.

The aims of this systematic literature review were to uncover, analyze, and present design characteristics of virtual reality (VR) systems that have been designed as training tools for individuals with autism. Specifically, this review sought to (1) assess points of convergence and divergence in how researchers define VR, (2) extrapolate individual components of VR systems, and (3) systematically extract how design factors are instantiated in these VR projects. A systematic review was conducted to approach these goals that followed the Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) standards to provide methodological and reporting quality. English language papers published in peer-reviewed academic journals after 1995 were included. Databases searched for this systematic review were Web of Science, PubMed, Scopus, IEEE Xplore, ERIC, and Google Scholar. Searches were conducted in March, 2020. A total of 82 articles was analyzed which were organized by project, resulting in a total of 49 records. Findings from this literature review suggest inconsistencies in how VR is being conceptualized which has implications on how purported benefits of VR technologies may be designed for and greatly impact the possibilities for learner interactions and how benefits can be realized. Open Science Foundation registration:osf.io/5asyg.

In this paper we will discuss the unique possibilities of using three-dimensional virtual environments as an educational tool for individuals with Autism Spectrum Disorders (ASD). This paper will focus primarily on nonacademic skills such as social skills.