Abstract
Virtual Reality (VR) has been claimed to provide a particularly facilitatory environment for people with Autistic Spectrum Disorders (ASD) in that it offers structure, opportunities for repetition, affective engagement and, control of the learning environment. Virtual reality shares the advantages of computer-based learning, and has the additional advantage of making it more likely that the results will generalise to real-word settings, in that it is a simulation of them. For concept development and imagination training, VR offers its exclusive advantage of making it possible to explicitly show imaginary/magic transformations of how an object can act as if it were a different one, which is useful for training in both abstract concepts and imagination understanding. This paper reviews the relevant issues that need to be addressed when designing and experimentally assessing a tool for this purpose, and concludes with the results of the more relevant research outcomes obtained in this field.
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