This article reports the design, implementation, and results of a longitudinal
design-based research effort that seeks to promote meaningful learning in a
three-dimensional virtual learning environment (VLE). Since 2008, a
multidisciplinary team has been designing, developing, and testing a 3D VLE
called iSocial for helping youth with autism spectrum disorders (ASD) acquire
social competencies. In this article, we report our iterative approach to
designing the 3D VLE to promote engaging, realistic social interaction over
three separate design and testing cycles. The design narrative focuses on
iterations to the design of learning activities and learner supports. Evaluation
data from the three testing cycles illustrate a constantly improving
instructional approach that is meeting the project objectives of participants
acquiring social competencies in the virtual medium that can ultimately be
applied in the real world.
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