PhD Study : Exploring Virtual Reality (VR) to support children with Autistic Spectrum Disorder (ASD) in their transition to post-primary school.

Summary

The challenges for children posed by transition from primary to post-primary schools have been widely documented (Evans et al., 2018), characterised by anxiety, fear and helplessness (Zeedyk et al., 2003). The challenges of this transition are experienced world-wide, accentuated by its concurrence with early adolescence and associated emotional, physical and cognitive changes in many young people. The challenges of school transition for those with learning difficulties and related disorders may be even greater (Lerner and Kline, 2006). Richter et al. (2019) suggest that young people with Autistic Spectrum Disorder (ASD) find school transition especially difficult in terms of the new sensory environment, establishing reciprocal friendships and being socially excluded or bullied.

Further concerns include increased number of teachers they will encounter in their post-primary school, changing classrooms and navigating a larger school building. While cautioning about different methodologies and populations, Magán-Maganto et al. (2017) report estimated ASD prevalence of 5.67 to 120.3 per 10,000 people. Nonetheless, ASD prevalence has been rising in recent decades (Dillenburger et al., 2013). Northern Ireland is now reported as having amongst the highest rates of ASD with 1 in 30 school-aged young people having an autism diagnosis (Department of Health, 2019).

Emerging research suggests that Virtual Reality can help to support young people with ASD, addressing anxiety, fears and phobias (Maskey et al., 2019), and facilitating the development of social skills (Zhao et al., 2018) for all challenges in the transition from Primary to Post-Primary school.

This research will investigate the impact of immersive technologies through the creation of reusable learning objects:

Situated Experiential Educational Environments  -SEEEs (Schott and Marshall, 2018) for reducing transition-associated anxiety through virtual familiarity with people and place. The successful candidate will investigate and design new ways to improve the efficacy of ASD-specific transition support when using this technology in schools.

Aim:

To explore VR as a mechanism to support ASD learners transitioning to Post-Primary school

Objectives:

1.To undertake a systematic review of the needs of learners with ASD as they transition to post primary schools

2.To explore the barriers and opportunities for VR as a support mechanism for ASD learners as they transition

3.To develop a number of SEEEs with ASD learners towards refining a methodology for the use of VR

4.To undertake a clustered-randomised feasibility trial of the Situated Experiential Educational Environments with ASD learners compared to routine support within schools targeting anxiety.

Design: This study will use a multiple phase design with four phases.

1. Systematic review of the needs of learners with ASD as they transition to post primary schools.

2. Use focus groups to explore the barriers and opportunities for VR as a support mechanism for ASD learners as they transition.

3. Co-produce workshops with learners with ASD, teachers and parents to develop a number of SEEEs with ASD learners towards refining a methodology for the use of VR.

4.Undertake a clustered-randomised feasibility trial of SEEEs with ASD learners compared to routine support within schools targeting anxiety.

This project addresses Healthy Communities and Social Renewal, promoting wellbeing amongst individuals with ASD, enabling them to more smoothly transition to post-primary education. Researchers from education, nursing and computing will collaborate to provide expertise in the design and study of Virtual Reality technologies as a key enabler for introducing new educational environments

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living