Approach from a Bibliometric Perspective of the Educational Application of Virtual Reality in People with Autism Spectrum Disorder
Abstract Technology is an integrative element that can contribute to the inclusion of people with Autism Spectrum Disorder (ASD), being Virtual Reality (VR) the one that best adapts to their learning style. In this sense, the purpose of this study is to make an analysis of the scientific production on VR and ASD. The sample consisted of 248 documents belonging to the main collection of the Web of Science being analyzed according to 9 indicators. The results indicate that the United States is the largest producer on the subject and has the largest production centers, although it has a high index of isolation. Likewise, the longest period has been 2014-2017, with developmental psychology and rehabilitation being the areas of the Web of Science most present. Finally, the vast majority of journals are present in Q1, where the authors publish the most on this subject.
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Adjourlu, A., Rosenlund, E., Serafin, S., & Mangano, L (2017). Daily living skills training in virtual reality to help children with Autism Spectrum Disorders in a real shopping scenario. En los proceedings de IEEE International Symposium on Mixed and augmented reality, (pp.295-302). USA: IEEE. doi:https://doi.org/10.1109/ISMAR-Adjunct.2017.93
American Psychiatric Association. (2013). Diagnostical and statistical manual of mental disorders 5a Ed. (DSM-5). Washington: APA. doi:https://doi.org/10.1176/appi.books.9780890425596
Arróniz-Pérez, M.L., & Bencomo-Pérez, R. (2018). Alternativas de tratamiento en los trastornos del Espectro Autista: una revisión bibliográfica entre 2000-2016. Revista de Psicología Clínica con Niños y Adolescentes, 5(1), 23-31. doi:https://doi.org/10.21134/rpcna.2018.05.1.3
Bordons, M., Fernández, M., & Gómez. I. (2002). Advantages and limitations in the use of impact factor measures for the assessment of research performance. Scientometrics, 53(2), 195-206. doi:https://doi.org/10.1023/A:1014800407876
Bordons, M., Morillo, F., Moreno, F., Aparicio, J., & González-Albó (2018). La actividad científica del CSIC a través de indicadores bibliométricos (Web of Science, 2013-2017). Centro Superior de Investigaciones Científicas: Madrid.
Cai, Y., Chiew, R., Tun, Z., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for Children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:https://doi.org/10.1080/10494820.2017.1282877
Camps, D. (2008). Limitaciones de los indicadores bibliométricos en la evaluación de la actividad científica biomédica. Colombia Médica, 39(1), 74-79.
Coombs, P.H., & Ahmed, M. (1974). Attacking Rural Poverty: How Nonformal Education Can Help. Baltimore: John Hopkins University Press.
Covas, O. (2004). Educación ambiental a partir de tres enfoques: comunitario, sistémico e interdisciplinario. Revista Iberoamericana De Educación, 35(1), 1-7. doi:https://doi.org/10.35362/rie3512941
De Granada-Orivea, J., García-Riob, F., Gutierrez-Jimenezea, T., Jimenez-Ruiz, C. SolanoReinand, S., & Sáez-Vallsa, R. (2002). Análisis y evolución de los indicadores bibliométricos de producción y consumo del área de tabaquismo a través de los Archivos de BroncoNeumología (periodo 1970-2000). Comparación con otras áreas neumológicas. Archivos en Bronconeumología, 38(11), 523-529. doi:https://doi.org/10.1016/S0300-2896(02)75281-2
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31 (1), 264-278. doi:https://doi.org/10.1177/0145445506291396
Estrada-Lorenzo, J.M., Villar-Álvarez, F., Pérez-Andrés, C., & Rebollo-Rodríguez, M.J. (2003). Estudio bibliométrico de los artículos originales de la revista española de salud pública (1991-2000). Parte Segunda: productividad de los autores y procedencia institucional y geográfica. Revista Española de Salud Pública, 77(3), 333-346. doi:https://doi.org/10.1590/S1135-57272003000300004
Ferreiro, L., & Martín, C. (1997). Técnicas bibliométricas aplicadas a los estudios de usuarios. Revista General de Información y Documentación, 7(2), 41-68.
Fernández-Herrero, J., Lorenzo, G., & Lledó, A. (2018). A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children. En Contemporary Perspective on Child Psychology and Education, (pp.59-81). Croatia: Intech Open. doi:https://doi.org/10.5772/intechopen.71000
Garfield, E. (1999). Journal impact factor: a brief review. Canadian Medical Association Journal, 161(8), 979-980
Guzmán, G., Putrino, N., Martínez, F., & Quiroz, N. (2017). Nuevas tecnologías: Puente de comunicación en el trastorno del Espectro Autista (TEA). Terapia Psicológica, 35(3), 247-258. doi:https://doi.org/10.4067/S0718-48082017000300247
Hager, P. (2012) Informal learning: everyday living. En The Routledge international handbook of learning (pp. 207-215). Oxon: Rouhagtledge
Hall, H. (2012). Families of children with autism: behaviors of children, community support and coping. Issues in Comprehensive Pediatric Nursing, 35(2), 111–132. doi:https://doi.org/10.3109/01460862.2012.678263
Harris, J., & Wihak, C. (2018). The recognition of Non-Formal Education in Higher Education: Where Are We Now, and Are We Learning from Experience? International Journal of E-learning & Distance Education, 33(1), 1-19
Horace, H., Wong, S., Chan, D., Byrne, J., Li, C., Yuan, V., Lau, K., & Wong, J. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117(1), 1-15. doi:https://doi.org/10.1016/j.compedu.2017.09.010
Kahane, R., & Rapoport, T. (2007). Youth and the code of informality. Jerusalem: Bialik Institute (in Hebrew).
Kandalaft, K., Michelle, R., Didehbani, N., Krawczyk, D., Allen, T., & Chapman. S. (2013). Virtual Reality Social Cognition training for Young adult with High-Functioning Autism. Journal of Autism and developmental disorders, 43(1), 34-44. doi:https://doi.org/10.1007/s10803-012-1544-6
Lai, C., Anderson, A., & McLean, L. (2018). Use of technology to support self-management in individuals with Autism: Systematic Review. Review Journal of Autism and developmental disorders, 5(2), 142-155. doi:https://doi.org/10.1007/s40489-018-0129-5
Latchem, C. (2018). Open and Distance Non-formal Education. In C. Latchem, Open and Distance Non-formal Education in Developing Countries, (pp.11-17). Springer: Singapore. doi:https://doi.org/10.1007/978-981-10-6741-9_2
Livingstone, D. (2006) Informal Learning: Conceptual Distinctions and Preliminary Findings. En Bekerman et al. (eds.) Learning in places. The Informal Education (pp. 203-228). Reader. New York, Peter Lang.
López-Piñero, J., & Terrada, M. (1992). Los indicadores bibliométricos y la evaluación de la actividad médico-científica (III). Los indicadores de producción, circulación y dispersión, consumo de la información y repercusión. Medicina Clínica, 98(1), 142-148.
Lorenzo, G., Pomares, J., & Lledó, A. (2013). Inclusion of immersive virtual reality environments and visual control system to support the learning of students with Asperger Syndrome. Computers & Education, 62(1), 88-101. doi:https://doi.org/10.1016/j.compedu.2012.10.028
Lorenzo, G., Lledó, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with Autism Spectrum Disorders. Computers & Education, 98(1), 192-205. doi:https://doi.org/10.1016/j.compedu.2016.03.018
Lotka, A. (1926). The frequency distribution of scientific productivity. Journal of Washington Academy of Sciences, 16 (12), 317-323.
Maenner, M., Smith, L., Hong, J., Makuch, R., Greenberg, J., & Majilick, M. (2013). Evaluation of an activities of daily living scale for adolescents and adults with developmental disabilities. Disability and Health Journal, 6(1), 8-17. doi:https://doi.org/10.1016/j.dhjo.2012.08.005
Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive Teaching: Early intervention for children with Down syndrome and other disabilities. Down Syndrome Research and Practice, 11(1), 18-28. doi:https://doi.org/10.3104/perspectives.311
McPartland, J., Law, K., & Dawson, G. (2016). Autism Spectrum Disorder. Encyclopedia of mental health, 1(1), 124-130. doi:https://doi.org/10.1016/B978-0-12-397045-9.00230-5
Mesibov, G., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Springer. doi:https://doi.org/10.1007/978-0-306-48647-0
Montero, I., & León, O. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862
Mulas, F., Ros-Cervera, G., Millá, M., Etchepareborda, M., Abad, L., & Téllez de Meneses, M. (2010). Modelos de intervención en niños con autismo. Revista de Neurología, 50(3), 77-84. doi:https://doi.org/10.33588/rn.50S03.2009767
Park, C., Yelland, G., Taffe, J., & Gray, K. (2012). Brief report: The relationship between language skills, adaptative behavior and emotional and behavior problems in pre-schoolers with autism. Journal of Autism and Developmental Disorders, 42(2), 1-6. doi:https://doi.org/10.1007/s10803-012-1534-8
Parsons, S., & Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of Intellectual Disability Research, 46(1), 430-443. doi:https://doi.org/10.1046/j.1365-2788.2002.00425.x
Parsons, S. (2016). Authenticity in virtual reality for assessment and intervention in autism: A conceptual review. Educational Research Review, 19(1), 138-157. doi:https://doi.org/10.1016/j.edurev.2016.08.001
Price, D. (1976). A general theory of bibliometric and other cumulative disadvantage processess. Journal of American Society of Information Sciences, 27(5), 292-306. doi:https://doi.org/10.1002/asi.4630270505
Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39, 257–273. doi:https://doi.org/10.1080/03057640902904472
Rosa, A., Huertas, J., & Blanco, J. (1996). Metodología de la historia de la psicología. Madrid: Alianza Editorial.
Rueda-Clausen, C., Villa-Roel, C., & Rueda-Clausen, C. (2005). Indicadores bibliométricos: origen, aplicación, contradicción y nuevas propuestas. MedUNAB, 8(1), 29-36.
Russell, A., Murphy, C., Wilson, E., Gillan, N., Brown, D., Robertson, M., Graig, Q., Deeley, J., Zinktok, K., & Johson et al. (2016). The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: a clinic report. Autism, 20(5), 623-627. doi:https://doi.org/10.1177/1362361315604271
Scassellati, B., Henry, A., & Mataric, M. (2012). Robots for use in Autism Research. Annual Review of Biomedical Engineering, 14(1), 275-294. doi:https://doi.org/10.1146/annurev-bioeng-071811-150036
Smith, B., Spooner, F., & Wood, C. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in autism Spectrum Disorders, 7(3), 433-443. doi:https://doi.org/10.1016/j.rasd.2012.10.010
Vinueza, T., & Esteban-Castro, J. (2018). Desarrollo del talento en la Educación Formal. Revista Electrónica de Investigación y Docencia, 20(1), 73-90. doi:https://doi.org/10.17561/reid.n20.5
Wilkinson, N., Nathan, A., Rebecca, P., & Goh, D. (2008). Online video game therapy for mental health concerns: Review. International Journal of social Psychiatry, 54(4), 370-382. doi:https://doi.org/10.1177/0020764008091659
Zhang, L., Warren, Z., Swanson, A., Weitlauf, A., & Sarkar, N. (2018). Understanding performance and Verbal-Communication of Children with ASD in a collaborative virtual Environment. Journal of Autism and Developmental Disorders, 48(8), 2779-2789. doi:https://doi.org/10.1007/s10803-018-3544-7
American Psychiatric Association. (2013). Diagnostical and statistical manual of mental disorders 5a Ed. (DSM-5). Washington: APA. doi:https://doi.org/10.1176/appi.books.9780890425596
Arróniz-Pérez, M.L., & Bencomo-Pérez, R. (2018). Alternativas de tratamiento en los trastornos del Espectro Autista: una revisión bibliográfica entre 2000-2016. Revista de Psicología Clínica con Niños y Adolescentes, 5(1), 23-31. doi:https://doi.org/10.21134/rpcna.2018.05.1.3
Bordons, M., Fernández, M., & Gómez. I. (2002). Advantages and limitations in the use of impact factor measures for the assessment of research performance. Scientometrics, 53(2), 195-206. doi:https://doi.org/10.1023/A:1014800407876
Bordons, M., Morillo, F., Moreno, F., Aparicio, J., & González-Albó (2018). La actividad científica del CSIC a través de indicadores bibliométricos (Web of Science, 2013-2017). Centro Superior de Investigaciones Científicas: Madrid.
Cai, Y., Chiew, R., Tun, Z., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for Children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:https://doi.org/10.1080/10494820.2017.1282877
Camps, D. (2008). Limitaciones de los indicadores bibliométricos en la evaluación de la actividad científica biomédica. Colombia Médica, 39(1), 74-79.
Coombs, P.H., & Ahmed, M. (1974). Attacking Rural Poverty: How Nonformal Education Can Help. Baltimore: John Hopkins University Press.
Covas, O. (2004). Educación ambiental a partir de tres enfoques: comunitario, sistémico e interdisciplinario. Revista Iberoamericana De Educación, 35(1), 1-7. doi:https://doi.org/10.35362/rie3512941
De Granada-Orivea, J., García-Riob, F., Gutierrez-Jimenezea, T., Jimenez-Ruiz, C. SolanoReinand, S., & Sáez-Vallsa, R. (2002). Análisis y evolución de los indicadores bibliométricos de producción y consumo del área de tabaquismo a través de los Archivos de BroncoNeumología (periodo 1970-2000). Comparación con otras áreas neumológicas. Archivos en Bronconeumología, 38(11), 523-529. doi:https://doi.org/10.1016/S0300-2896(02)75281-2
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31 (1), 264-278. doi:https://doi.org/10.1177/0145445506291396
Estrada-Lorenzo, J.M., Villar-Álvarez, F., Pérez-Andrés, C., & Rebollo-Rodríguez, M.J. (2003). Estudio bibliométrico de los artículos originales de la revista española de salud pública (1991-2000). Parte Segunda: productividad de los autores y procedencia institucional y geográfica. Revista Española de Salud Pública, 77(3), 333-346. doi:https://doi.org/10.1590/S1135-57272003000300004
Ferreiro, L., & Martín, C. (1997). Técnicas bibliométricas aplicadas a los estudios de usuarios. Revista General de Información y Documentación, 7(2), 41-68.
Fernández-Herrero, J., Lorenzo, G., & Lledó, A. (2018). A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children. En Contemporary Perspective on Child Psychology and Education, (pp.59-81). Croatia: Intech Open. doi:https://doi.org/10.5772/intechopen.71000
Garfield, E. (1999). Journal impact factor: a brief review. Canadian Medical Association Journal, 161(8), 979-980
Guzmán, G., Putrino, N., Martínez, F., & Quiroz, N. (2017). Nuevas tecnologías: Puente de comunicación en el trastorno del Espectro Autista (TEA). Terapia Psicológica, 35(3), 247-258. doi:https://doi.org/10.4067/S0718-48082017000300247
Hager, P. (2012) Informal learning: everyday living. En The Routledge international handbook of learning (pp. 207-215). Oxon: Rouhagtledge
Hall, H. (2012). Families of children with autism: behaviors of children, community support and coping. Issues in Comprehensive Pediatric Nursing, 35(2), 111–132. doi:https://doi.org/10.3109/01460862.2012.678263
Harris, J., & Wihak, C. (2018). The recognition of Non-Formal Education in Higher Education: Where Are We Now, and Are We Learning from Experience? International Journal of E-learning & Distance Education, 33(1), 1-19
Horace, H., Wong, S., Chan, D., Byrne, J., Li, C., Yuan, V., Lau, K., & Wong, J. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117(1), 1-15. doi:https://doi.org/10.1016/j.compedu.2017.09.010
Kahane, R., & Rapoport, T. (2007). Youth and the code of informality. Jerusalem: Bialik Institute (in Hebrew).
Kandalaft, K., Michelle, R., Didehbani, N., Krawczyk, D., Allen, T., & Chapman. S. (2013). Virtual Reality Social Cognition training for Young adult with High-Functioning Autism. Journal of Autism and developmental disorders, 43(1), 34-44. doi:https://doi.org/10.1007/s10803-012-1544-6
Lai, C., Anderson, A., & McLean, L. (2018). Use of technology to support self-management in individuals with Autism: Systematic Review. Review Journal of Autism and developmental disorders, 5(2), 142-155. doi:https://doi.org/10.1007/s40489-018-0129-5
Latchem, C. (2018). Open and Distance Non-formal Education. In C. Latchem, Open and Distance Non-formal Education in Developing Countries, (pp.11-17). Springer: Singapore. doi:https://doi.org/10.1007/978-981-10-6741-9_2
Livingstone, D. (2006) Informal Learning: Conceptual Distinctions and Preliminary Findings. En Bekerman et al. (eds.) Learning in places. The Informal Education (pp. 203-228). Reader. New York, Peter Lang.
López-Piñero, J., & Terrada, M. (1992). Los indicadores bibliométricos y la evaluación de la actividad médico-científica (III). Los indicadores de producción, circulación y dispersión, consumo de la información y repercusión. Medicina Clínica, 98(1), 142-148.
Lorenzo, G., Pomares, J., & Lledó, A. (2013). Inclusion of immersive virtual reality environments and visual control system to support the learning of students with Asperger Syndrome. Computers & Education, 62(1), 88-101. doi:https://doi.org/10.1016/j.compedu.2012.10.028
Lorenzo, G., Lledó, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with Autism Spectrum Disorders. Computers & Education, 98(1), 192-205. doi:https://doi.org/10.1016/j.compedu.2016.03.018
Lotka, A. (1926). The frequency distribution of scientific productivity. Journal of Washington Academy of Sciences, 16 (12), 317-323.
Maenner, M., Smith, L., Hong, J., Makuch, R., Greenberg, J., & Majilick, M. (2013). Evaluation of an activities of daily living scale for adolescents and adults with developmental disabilities. Disability and Health Journal, 6(1), 8-17. doi:https://doi.org/10.1016/j.dhjo.2012.08.005
Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive Teaching: Early intervention for children with Down syndrome and other disabilities. Down Syndrome Research and Practice, 11(1), 18-28. doi:https://doi.org/10.3104/perspectives.311
McPartland, J., Law, K., & Dawson, G. (2016). Autism Spectrum Disorder. Encyclopedia of mental health, 1(1), 124-130. doi:https://doi.org/10.1016/B978-0-12-397045-9.00230-5
Mesibov, G., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Springer. doi:https://doi.org/10.1007/978-0-306-48647-0
Montero, I., & León, O. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862
Mulas, F., Ros-Cervera, G., Millá, M., Etchepareborda, M., Abad, L., & Téllez de Meneses, M. (2010). Modelos de intervención en niños con autismo. Revista de Neurología, 50(3), 77-84. doi:https://doi.org/10.33588/rn.50S03.2009767
Park, C., Yelland, G., Taffe, J., & Gray, K. (2012). Brief report: The relationship between language skills, adaptative behavior and emotional and behavior problems in pre-schoolers with autism. Journal of Autism and Developmental Disorders, 42(2), 1-6. doi:https://doi.org/10.1007/s10803-012-1534-8
Parsons, S., & Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of Intellectual Disability Research, 46(1), 430-443. doi:https://doi.org/10.1046/j.1365-2788.2002.00425.x
Parsons, S. (2016). Authenticity in virtual reality for assessment and intervention in autism: A conceptual review. Educational Research Review, 19(1), 138-157. doi:https://doi.org/10.1016/j.edurev.2016.08.001
Price, D. (1976). A general theory of bibliometric and other cumulative disadvantage processess. Journal of American Society of Information Sciences, 27(5), 292-306. doi:https://doi.org/10.1002/asi.4630270505
Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39, 257–273. doi:https://doi.org/10.1080/03057640902904472
Rosa, A., Huertas, J., & Blanco, J. (1996). Metodología de la historia de la psicología. Madrid: Alianza Editorial.
Rueda-Clausen, C., Villa-Roel, C., & Rueda-Clausen, C. (2005). Indicadores bibliométricos: origen, aplicación, contradicción y nuevas propuestas. MedUNAB, 8(1), 29-36.
Russell, A., Murphy, C., Wilson, E., Gillan, N., Brown, D., Robertson, M., Graig, Q., Deeley, J., Zinktok, K., & Johson et al. (2016). The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: a clinic report. Autism, 20(5), 623-627. doi:https://doi.org/10.1177/1362361315604271
Scassellati, B., Henry, A., & Mataric, M. (2012). Robots for use in Autism Research. Annual Review of Biomedical Engineering, 14(1), 275-294. doi:https://doi.org/10.1146/annurev-bioeng-071811-150036
Smith, B., Spooner, F., & Wood, C. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in autism Spectrum Disorders, 7(3), 433-443. doi:https://doi.org/10.1016/j.rasd.2012.10.010
Vinueza, T., & Esteban-Castro, J. (2018). Desarrollo del talento en la Educación Formal. Revista Electrónica de Investigación y Docencia, 20(1), 73-90. doi:https://doi.org/10.17561/reid.n20.5
Wilkinson, N., Nathan, A., Rebecca, P., & Goh, D. (2008). Online video game therapy for mental health concerns: Review. International Journal of social Psychiatry, 54(4), 370-382. doi:https://doi.org/10.1177/0020764008091659
Zhang, L., Warren, Z., Swanson, A., Weitlauf, A., & Sarkar, N. (2018). Understanding performance and Verbal-Communication of Children with ASD in a collaborative virtual Environment. Journal of Autism and Developmental Disorders, 48(8), 2779-2789. doi:https://doi.org/10.1007/s10803-018-3544-7
Lorenzo, G., Lorenzo-Lledó, A., Lledó Carreres, A., & Pérez-Vázquez, E. (2020). Approach from a Bibliometric Perspective of the Educational Application of Virtual Reality in People with Autism Spectrum Disorder. Education in The Knowledge Society, 21, 14. https://doi.org/10.14201/eks.22553
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