vPAD-II project aims to apply immersive virtual reality technology to create an innovative training program for students with autism spectrum disorder (ASD) with a focus on social adaptive and emotional regulation. The program is designed and conducted by an inter-disciplinary and inter-institutional team of educational and developmental psychologists, behavioral pediatrician and computer scientist to maximize the effectiveness of the training targeting at students with ASD. The use of virtual reality technology enables the creation of a realistic, immersive, safe and controllable teaching environment for the students.

vPAD-II was built upon the positive outcomes of vPAD program, to benefit more students with Autism Spectrum Disorder (ASD) in mainstream schools. vPAD-II aims to facilitate students with ASD to acquire skills for emotion regulations, including self-awareness, recognition, control and expressions of emotions, to develop and strengthen ASD students’ generic skills on complying with social rules in common social situations, and generalizing adopted social skills to new social situations, also developing a psycho-educational protocol on training social adaptive and emotional control for children with ASD.

A distinctive feature of vPAD-II compared to vPAD is the use of the latest Head Mount Display unit for the delivery of immersive learning experience, rather than using the custom-built CAVE system at City University of Hong Kong. This enables the project team to conduct the immersive training programme on-site at the participating schools. Furthermore, on school-site trainings and workshops were provided to professional staff at the participated mainstream schools to increase the sustainability of the programme.

vPAD-II Offical Website

Ip, H., Li, C., & Ma, P. K. (2020). A Teacher Training Approach to Sustain Virtual Reality Enabled Learning in The Inclusive Education Setting for Children with Autism Spectrum Disorder. In International Technology, Education and Development Conference (pp. 582-588). IATED. https://doi.org/10.21125/inted.2020.0230

Li, C., Ip, H. H. S., & Ma, P. K. (2019). A Design Framework of Virtual Reality Enabled Experiential Learning for Children with Autism Spectrum Disorder. In International Conference on Blended Learning (pp. 93-102). Springer, Cham. https://doi.org/10.1007/978-3-030-21562-0_8

Li, C., Yuan, S. N. V., & Ip, H. H. (2018). A Case Study on Delivering Virtual Reality Learning for Children with Autism Spectrum Disorder Using Virtual Reality Headsets. In 10th International Conference on Education and New Learning Technologies (EDULEARN18) (pp. 728-734). IATED Academy. https://doi.org/10.21125/edulearn.2018.0267