Virtual reality (VR) is an artificially created environment that users accept as real. VR can help autistic children by providing a safe environment to practice social skills. The document discusses several applications of VR including entertainment, sports, healthcare, military, education and training, scientific visualization, and construction. It also outlines benefits like visualization and adaptability, as well as drawbacks such as cost and equipment fragility. The conclusion states that VR allows flexible learning and regulating environments to better match individuals with autism or attention disorders.

1. VIRTUAL REALITY

2. Introduction
VR is a fake environment that is created with software and
presented to the user in such a way that the user accepts it as
a real environment.Autism is a developmental condition in
which the sufferer experiences difficulties in communication
with other people.Virtual reality is used to help autistic
children with their problems.

3. Virtual Reality Applications
• Entertainment
• Sports
• Healthcare
• Military
• Education andTraining
• ScientificVisualization
• Construction

4. • Entertainment- VR provides adventure games evolved in several different
directions with the addition of graphics, sound, input devices such as
joysticks and mouse and display of status, direction, etc.
• Sports-Virtual reality in performance - the athlete uses this technology to
fine tune their performance for example, a golfer looking to improve their
swing or a track cyclist to improve his speed.
• Health Care- Some areas are VR therapies,VR treatment for autism,VR for
the disabled. Robotic surgery and other issues relating toVR and medicine
can be found in the virtual reality and healthcare section.

5. • Military- Virtual environments are ideal set ups for military training in that
they enable the participants.VR has been adopted by all branches – army,
navy and air force where it is used for training purposes.
• Education and training-Virtual Reality learning environments for children
can provide strong tools for learning. By the same token, virtual driving
simulations are used to train tank drivers on the basics before allowing them
to operate the real vehicle.

6. • ScientificVisualization- VR is a tool for conveying complex information, it
is used as a means of communicating abstract concepts to an audience
which also helps in understanding.
• Construction- It was the first application where virtual reality was made
effortless for Urban Planning principals using technology.

7. Benefits of the use of VR :
• Visualization and symbolization
• An alternate method for presentation of material
• Learning in contexts impossible or difficult to experience in real life
• Adaptability

8. Drawbacks of VR are:
• The fragile nature of the equipment
• High Cost
• Different sizes of equipments are required for different age groups

9. Background
• VR can enhance student motivation and attitude to gain knowledge, permits
experiential learning through understanding real-life products and provides an
opportunity for the students to explore technology through actual use, encourages
active participation and amplifies student interaction.
• The purpose is to build a prototype for a low cost virtual reality system that can be
used in classrooms with autistic children, demonstrate the system’s instructional
potential by teaching object recognition, and establish learning in a virtual
environment classroom.

10. Conclusion
Virtual reality technology provides a tool that can accommodate the strengths of
previous social skills intervention strategies, and also extend the possibilities for
learning by allowing flexible responding to be practiced in a safe and supportive
environment. Autism and attention disorders involve abnormal stimulus response
to the external world.Virtual reality offers the potential to regulate an artificial
computer environment to better match the expectations and needs of individuals
with these problems.

11. Future Scope
What that remains to be seen is whether or notVR researchers and special
education professionals in their trans-disciplinary collaboration will take full
advantage of the potential thatVR offers, and use questionnaires to evaluate
reflectively its impact on treatment and intervention for children with autism
and other disorders in their physical world.

12. References
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Kindergarten withVirtual Reality, Bar-Ilan University, Israel
• Passig, David (2008) the future ofVR in education: A future oriented meta-analysis of the literature. InTassos A. Mikropoulos,
Veronica S. Pantelidis, and Chwen Jen ChenVirtual Reality in Education. East Carolina University Press, Greenville, North
Carolina.
• Maria Roussou, Immersive InteractiveVirtual Reality and Informal Education, Foundation of the Hellenic World 254 Pireos Str.
Athens 17778 Greece
• Alex N. Attridge and Mark A.Williams , The Future of Creative Learning, Abdul-Hadi G. Abulrub,WMG, International
Manufacturing Centre, University ofWarwick, Coventry, UK
• Veronica S. Pantelidis, Reasons to UseVirtual Reality in Education andTraining Courses and a Model to Determine When to
UseVirtual Reality, East Carolina University, Greenville, North Carolina, USA
• AUGMENTED REALITY GAMETHERAPY FOR CHILDRENWITH AUTISM SPECTRUM DISORDER, S.K. Bhatt, N.I. De Leon,
Adel Al-Jumaily, School of Electrical, Mechanical and Mechatronics Systems, Faculty of Engineering, University of
Technology, Sydney, PO Box 123 2007, Broadway NSW, Australia.
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Reality in Neuro-Psycho-Physiology 1997, 1998 © Ios Press: Amsterdam, Netherlands. Stetson University, DeLand, Florida,
USA.
• Virtual Reality Based Adaptive ResponseTechnology forAutistic Children, Ekta N. Kutey1, Dept. of Electronics and
Telecommunication Engineering, Suresh N. Mali, Dept. of Electronics andTelecommunication Engineering, Savitribai Phule
University of Pune, SITS, Narhe, Pune-41, Pune, India.
• Eye Contact Conditioning inAutistic Children UsingVirtual Reality Technology, XiWang1, Nicholas Desalvo1, ZhiminGao1, Xi
Zhao1, Dorothea C. Lerman2, Omprakash Gnawali1, andWeidong Shi1, Department of Computer Science, University of
Houston, Houston,TX 77004, USA.
• Design of a generic questionnaire for reflective evaluation of aVirtual Reality-based intervention using virtual dolphins for
children with Autism, Noel Kok Hwee Chia and Jenyi Li, National Institute of Education, NanyangTechnological University