(PS8-81) Mindfulness-based virtual reality: Design affordances for exceptional learners’ socioemotional regulation

Abstract Text: This qualitative paper gauges the effectiveness of virtual reality-based mindfulness simulations in affording learning strategy use for socioemotional regulation for middle school students with learning differences. VR has been shown to heighten the socioemotional and self-advocacy skills of LD students. Our framework was derived from a comprehensive study highlighting the possibility for technology-based learning environments to provide 1) structure and overview or concrete directions for learning, 2) comprehension and differentiation, or varied modes of internalizing knowledge, 3) production and dissemination, or varied ways of producing knowledge, 4) shielding and focus for sustained attention in learning, and 5) collaboration and knowledge creation between students and teachers.

The twelve students (83.33% Caucasian, 16.67% Hispanic , 41.6% Male, 33.33% Female, 16.67% Trans Male, 8.4% Non-Binary, Average Age= 12.8 years) who consented to be part of our sample were diagnosed with learning differences like autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), specific learning disabilities (SLD), other health impairments, and their comorbidities. Parental consent was obtained. Participants, who were enrolled at a special education independent school in Southeastern Virginia were exposed to business as usual counseling check-ins for four weeks, and VR-assisted check-ins for the following four weeks. The goal of the study was to understand whether VR-assisted checkins produced any differences in the perceptions of students related to the avenues through which socioemotional learning was facilitated.

Students using aloeVR play a short 10-20 minute game using a Meta Quest VR headset and controllers to navigate an ambient 3D environment. In total, 12 simulations can be chosen from. The games each focus on a specific topic (e.g., anger and resilience, gratitude, stress management, body and breath-work) picked out by the counselor. During the study, the game chosen for each student participant was decided based on how their week at school progressed in an individualized manner. At the end of each game, a reflection task involving drawing or writing was presented, and students reinforce concepts learnt using a worksheet as well.

Post study completion, three twenty to thirty minute focus groups were conducted with all 11 participants in groups of three to four, to shepherd freeform conversations about student perceptions of using aloeVR to learn about managing one’s emotions and social interactions. The focus groups were recorded using Microsoft Teams. Researchers transcribed the focus groups and coded interview data in Nvivo12 to understand to what extent students perceived using VR activated the five aforementioned learning strategies. Potential to use VR-based mindfulness tools to provide a focused and structured multimodal environment for students with LD to serve their individualized needs is discussed.