The Use of Virtual Environments with People with Challenges: Educational Humanism in Practice

Linda Deneher

Peer Review: Susan Ferdon and Andrea Williams Boise State University

Abstract The practice of educational technology can be applied using a variety of concepts. Educational humanism is chosen here to illustrate the use of technology with individuals diagnosed with challenges, for example Autism Spectrum Disorders (ASD) and Traumatic Brian Injuries (TBI). A survey of the literature regarding humanism in education and in the use of technology with challenged learners was conducted and found that the practice of combining educational technology with the humanistic standpoint is effective in facilitating learning. Research into fulfilling the physiological and social needs, as well as the cognitive needs of learners, is found to have positive impacts including programs that can be used to create repeatable studies. Experiences delivered through the use of virtual reality systems comprised of headsets, software, and computers are found to elicit reactions similar to those in real life and can modify the learners' behaviors. The implications of this conclusion include increased motivation for educators using this type of technology with learners with challenges.

Introduction

Humanists in the field of education believed that the goal of education was to

advocate for and involve the entire being in the process of learning, regardless of the

challenges faced by individuals. Learners were valued and believed to have

physiological, cognitive, and social needs. These needs can be fulfilled through learner-

centric, technology-based learning environments allowing people to become self-

actualized.

The progress in the application of educational technology has been matched by

progress in humanist research designs using technology in virtual environments (VE) for

learners diagnosed with a wide variety of challenges. VE are generally comprised of

headsets, software, and computers that users interact with as though the information

provided is real. Learning theories underlying research in VE ranges from behaviorism to

humanism to social learning to more open designs such as case-based learning (Kolodner

& Guzdial, 2000). With the advent of VE with customizable avatars that move through a

three-dimensional landscape, researchers could study how people with challenges

functioned in programmable realities. (Parsons, Mitchell & Leonard, 2005).

Developments in programming resulted in a level of detail in human avatar faces that

made possible research in emotions (Moore, Cheng, McGrath & Powell, 2005). New

interface devices including head mounted displays have been used to immerse learners in

virtual environments that hypnotize participants (Austin, Abbot & Carbis, 2008). VE can

have multiple users who can collaborate in a real-time or scripted safe environments in

order to facilitate social skills (Parsons et al., 2005).

An obstacle to producing reputable research is the wide range of characteristics

and abilities of people with challenges. This can be partially overcome through the use of

VE due to the ease in which the programs and scenarios can be duplicated. (Rizzo,

Schultheis, Kerns &Mateer, 2004) Questions include whether or not information learned

from a VE can be applied to a similar real-life scenario. A distinct advantage to this mode

of delivery is that computers are naturally appealing and that helps provide motivation for

participants (Mineo, Zeigler, Gill &Salkin, 2009).

History of the Field of Educational Humanism

Humanism is defined by the Merriam - Webster Online Dictionary as, "a doctrine,

attitude, or way of life centered on human interests or values." Humanism existed in

Europe during the middle ages, and the goal of these humanist educators was to teach

skills necessary for speaking convincingly and writing persuasive letters, as opposed to

the sciences. In the early 1800s F. J.Niethammer used the term as a description of the

German school system’s curriculum. Controversy arose regarding the term with debate

between ecclesiastical organizations espousing religion, believing that the emphasis on

humans detracted from the focus on religion, and educators using the term to describe

learner - centered education.

Educational humanism became popular in the United States in the 1800s and

continues in use today with the recognition of the value of the humanness of the learners

and their attendant needs. This educational theory is based on the concept that the best

form of education is one that develops intellectual strengths, and that these strengths are

interrelated so that strengthening one will strengthen them all. The spirit of inclusion also

embraces all learners, including those with ASD and TBI . “Humanism in education has

meant greater emphasis on emotional health, on self-identity, on social relationships, and

a diminution of stress on formal study of the academic disciplines” (Broudy, 1973, p. 68).

Abraham Maslow recognized the significance of human needs, and how these

needs influence the ability of the learner is able to participate fully in educational

opportunities. The self-actualization stage that is the goal of humanist education is at the

top of Maslow's pyramid model of hierarchy of needs. Maslow recognized that before

students reached the stage where they were able to learn, they needed to satisfy

physiological and social needs. After satisfying needs found lower on the diagram,

achieving competence through facilitative humanist learning experiences and self-

actualization can occur.

Barriers to Virtual Learning and Their Solutions

With the increase in usage of virtual reality devices, it became apparent to

humanist educators that use of this type of device was causing a particular set of

unpleasant physiological side effects. The results of nine experiments designed to

measure these effects found negative physiological changes in learners including

“simulator (VE) sickness, postural instability, psycho motor control, perceptual

judgment, concentration, stress, and ergonomic effects (Cobb, Nichols, Ramsey and

Wilson, 1999 p. 169). Some of the effects were described to be “relatively minor and

short-lived,” but were considered to be “serious for 5% of participants and irritating for a

considerable percentage more” (Cobb et al., 1999 p. 169). This set of effects was

compared to another VR in industry at the time, flight simulators, and it was found to be

dissimilar to justify Cobb’s 1999 development of a new descriptive term: Virtual Reality

- Induced Symptoms and Effects (VRISE.) These negative effects from the use of virtual

reality devices creates a problematic humanist learning environment that must be

mitigated for those learners with VRISE.

In an article on case-based reasoning as a model for learning, Kolodner and

Guzdial (2000) describe one solution, the SmallTalk Apprenticeship-Based Learning

Environment (STABLE), a type of software that does not require the use of potentially

nauseating headsets. The apprenticeship learning model facilitates and scaffolds novice

users, a humanist educational goal, through learning facilitated by a master in the domain.

These methods are often referred to as scaffolding (Kolodner & Guzdial, 2000). The

‘master’ in this example is software with linked sections with access to three levels of

detail. Similarities to other studies include participants expressing their displeasure in the

program's inability to compare specific cases. They found that “what students see as

relevant is important to determine and may not always be evident. Several iterations of a

tool are needed to ensure that all the capabilities that need to be in it for productive use

are indeed included” (Kolodner & Guzdial, 2000, p. 233).

This type of ‘master’ software can be effective with learners with challenges

because the different levels of detail would allow use by students with a wide range of

disorders. Learners would be able to tailor their interaction with the program to whatever

is appropriate for them. Inappropriate lessons are a significant barrier to learning as well

as a source of frustration. The field of Educational Humanism is based on Pragmatist

philosophy, so facilitators teaching using this model will be comfortable with the notion

that flexibility and change are likely to be essential in the process of creating educational

design.

Barriers to Research in Virtual Learning and Their Solutions

Building on the importance of socially-based learning, collaborative virtual

environments (CVE) were used in a study to see if people with autism were able

“understand basic human emotions as represented by a animated humanoid avatar”

(Moore et al., 2005, p. 231). The CVEs have the ability to represent real-life social

interactions similar to those that are encountered in real life, but what may be

commonplace for many may be problematic for those with autism because of their

difficulties interpreting emotions. Through the use of avatars, it is possible to display an

emotional state by choosing “an appropriate facial expression” for themselves, and also

understand the emotional states of others by interpreting the expressions on their avatars.

If these learners had not been able to recognize facial expressions on avatars, it would

have invalidated studies using avatars. Since the results were positive, this potential

barrier to further research has been eliminated. More than 90% of the participants were

able to recognize four emotions, indicating that it may be possible for them to learn to

interact socially with fewer misunderstandings regarding emotional states. Parts of the

style in this study were behaviorist as there was a limited selection of answers and only

one in each case could be correct.

Reviews of literature regarding the use of “augmented and alternative

communication (AAC) and assistive technology as they have been used to support

communication and learning in individuals with autism” have been done (Mirenda, 2001,

p.141). Regarding computer-assisted instruction (CAI), Mirenda notes that in the 1970s

papers were published with “anecdotal reports of positive outcomes,” but there were few

rigorous studies being done at that time. The lack of credible, supporting research is a

barrier to further research in any field; however, it was found that learners participating in

the study demonstrated less problematic behavior and were more likely to comply with

instructions using CAI. An example utilizing synthesized speech was provided that shows

the use of CAI provides a clear benefit. Findings include “marked increases in their

spontaneous utterances in all of the ON conditions, compared to both baseline (no

computer) and all OFF conditions” (Mirenda, 2001, p. 147).

Cost is a barrier to research in the field of educational technology, but since

virtual reality programs and scenarios can be duplicated, “virtual environments

constructed for one purpose can also be applied for applications addressing other clinical

targets” (Rizzo et al., 2006, p. 35). Along with the ability to be reproduced, virtual

realities are beneficial to a variety of fields of research because they are less expensive

than physical models with features than may or may not reproducible in the real world.

The studied mentioned above describes how a virtual reality scenario that was designed

as a virtual classroom used to assess children with ADHD was modified for

“development of tests that address other cognitive functions, eye movement under

distraction conditions, social anxiety disorder, and the creation of an earthquake safety

training application for children with developmental and learning disabilities” (Rizzo et

al., 2006). This valid, repeatable, flexible, delivery method is itself a solution to

numerous barriers to learning.

Naturally attractive media may allow learners to be more easily taught, and Mineo

reports study participants enjoyed computer-based learning. Their research project

compared four different types of electronic screen media (ESM) using video showing

each participant, video of someone participants knew playing a VR game, an animated

video, and there was an opportunity for participants play the VR game themselves.

Findings show that there is a “preference for seeing themselves on the screen, as well as

reviewing the VR scenarios” (Mineo et al., 2009, p. 172).

Comfort levels of learners, an interest of the humanist educator, is raised by the

use of virtual environments. They have the ability to provide users with a secure zone for

the opportunity to learn intuitively, and experience learning in ways that are not possible

in the real environment. There are “advantages of VEs in providing people a safe place to

learn about and practice skills, behaviors and activities that they may need to do in the

real world” (Cobb, 2007 p. 13). In the aforementioned article, Cobb authored a review of

research in the subject of virtual reality learning environments dating from the 1990s, and

it was found in many cases that participants using VE improved their learning.

Virtual Learning Environments for People With Autism Spectrum Disorder

Austin’s description of autism states that it “is characterized by severe

impairments in socialization, communication and behavior. Children with autism may

display a range of problem behaviors such as hyperactivity, poor attention, impulsivity,

aggression, self injury and tantrums.” (Austin et al., 2008, p. 102). Parsons conducted

research using virtual environments and was one of the first studies to incorporate

learners with ASD; the inclusion of all learners is an educational humanist goal. These

virtual environments determined if participants with ASD observed social norms

regarding personal space, if they reacted differently than the control group, and to

compare experiences with virtual environments and tasks performed without this

technology. Participants were given two scenarios, a cafe and a path containing a

staggered series of flowerbeds. The findings of this study show that, “generally, members

of the ASD group were slightly less likely to behave according to social conventions, but

were not significantly different from the other groups” (Parsons, 2005, p. 105).

In another study, partially immersive virtual reality in combination with hypnosis

facilitated learners’ development. Although this study showed little effect on the

participants symptoms of autism, reports from the parents of the participants in the study

indicate “children with autism accept and enjoy the VRH procedure,” so the children

were interested in the process and paid attention (Austin, 2008, p. 107). Those who

become anxious when exposed to high levels of environmental stimuli may benefit from

using this type of partially immersive, low-stimulus augmented VE and progress in their

journey toward self-actualization.

People with autism spectrum disorders have deficits in their ability to play as a

result of their impaired executive functions causing an inability to participate in social

interaction and form emotional relationships. "Initial social difficulties prevent the

development of social interaction, with its role in eliciting and enriching spontaneous

play" (Jordan, 2003, p. 347). These deficits decrease their ability to play, but using

examples of successful models that describe ways to teach children how to play may

ameliorate the condition and promote self-actualization. VE can be used to assist in the

development of socially interactive behaviors such as play, one of the characteristics of

self-actualization and a basis for self-esteem as well as the positive regard of others.

Social learning theories describe how we make sense of the world around us through our

social interactions, and that our earliest social actions are experienced through play with

peers.

Playing is important because the interaction with peers facilitates the development

of social skills and it aids the progressive steps of cognitive development. “It provides a

way of practicing culturally important activities and preparing the child for life” (Jordan,

2003, p. 350). The behavior of children with ASDs playing with their peers tends to be

problematically rigid unless there is a strong structure in place. Studies that occurred

before this have little mention of play, but some studies afterwards include features that

can be considered to be more playful.

Virtual Learning Environments for People With Traumatic Brain Injuries

Studies looking at the ability of VE to be useful in assessing learners diagnosed with

traumatic brain injury (TBI) attempt to discover whether or not this type of assessment

accurately predicts how participants will function in real-life situations. Findings include

that this type of testing was able to recognize and identify participants with TBI who also

had memory impairments. The results of this test were compared with standard tests of

memory currently used as assessment instruments and were found to be similar

“suggesting the construct validity of the task” (Matheis et al., 2007, p. 2).

The use of VE is superior for this type of assessment when compared to standard

tests because the standard tests are unable to reproduce real world experiences in a

laboratory the way VE does. This type of educational technology can be utilized for

improving learning and learner performance (Kolodner, 2000), increasing physical

mobility, and also is “used for a variety of applications including assessment and

rehabilitation, behavior therapy and phobia treatment, and training and education for

individuals with disabilities” (Cobb, 2007, p. 123). This study was designed with a

system that provided a positive outcome for the selection of the right choice, and was

supportive in facilitating second choices. This system of rewards for only the selection of

pre-chosen correct answers is a behaviorist method applied to a humanist model of

learning.

Learners with a diagnosis of TBI have difficulties performing common activities

of daily living like as orienting themselves in space, which can result in their becoming

lost. Safety is a basic human need and it is addressed in an article by Rizzo (2004) in

which a patient diagnosed with a TBI used VE to rehearse her path of travel within the

hospital. In three weeks worth of lessons, she showed improvement, which the authors

attribute to the VE as a delivery method being able to run faster than real life, and it can

exclude distractions. The ability of educational technology of this type to be paused and

replayed is a distinct advantage over learning in real life. "For some tasks, the

opportunity of combining immediate feedback and processing/discussion, obtainable

through V(E), may offer safety options not possible in the real world." (Rizzo, 2004, p.

223.) Increased safety, as well as its ability to repeat lessons, makes VE a useful tool for

learners with TBI.

TBIs can be caused by many types of cerebral accidents, including injuries

received by soldiers who may have concurrent diagnoses of Post Traumatic Stress

Disorder (PTSD). One program in open clinical trails in 2009 used VR to teach Active

Duty participants with diagnoses of PTSD to reduce their anxiety level. This training

increased their level of function to the point that "16 of the 20 completers no longer met

DSM criteria for PTSD at post treatment" (Rizzo et al., 2009, p. 281). This use of

technology created positive physiological reactions that facilitated an environment where

injured combatants learned to function more effectively and, therefore, grow as humans.

Conclusion

Research in the field of learning in Virtual Environments is still in its infancy, but

valid conclusions have been established and a solid foundation for future research has

been established. It has been found to provide a humanist learning environment capable

of fulfilling basic physiological, social, and cognitive needs, which facilitates learning in

individuals with challenges such as ASD and TBI. Experiences delivered through the use

of VE are found to be attractive, elicit reactions similar to those in real life, and can

modify learners' behaviors. Learners with ASD have been found to react to these

repeatable virtual experiences in a similar manner as real-life situations, learn from them,

and are able to use this information to modify future behaviors. The implications of this

conclusion include increased motivation for educators using this type of educational

technology with learners with challenges.

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