Exploring Changes in Social Skills of Children with ASD Following Metaverse-Based Training: A Multidimensional Evaluation Study Using Therapist Ratings and Behavioral Observations

Vollständiger Abstract

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Objective: This exploratory study investigated changes in social skills among children with autism spectrum disorder (ASD) following a structured, metaverse-based social skills training (SST) program, while evaluating the utility of a multi-method assessment approach for online intervention environments.Methods: Nineteen children (aged 6-13) with high-functioning ASD participated in a 10-week group program (total 20 sessions) within a customized metaverse platform (ZEP), comprising social skills instruction, roleplaying, and collaborative games. One session was performed for 60 minutes, each group program was conducted by one therapist and one assistant therapist. Outcomes were assessed multidimensionally via therapist ratings (engagement/attending, turn-taking/rule-following, social initiation/overture, appropriate response) and behavioral observation coding (social interaction and engagement).Results: Therapist ratings indicated significant post-intervention improvements across all four domains, most notably in social initiation/overture. Conversely, observational coding revealed no statistically significant changes in the overall frequencies of social interaction or engagement. Further analysis showed that post-program increases in observed social interaction occurred primarily in children with higher baseline therapist ratings (social initiation/overture, engagement/attending) but lower initial observational scores.Conclusion: These divergent results highlight a key measurement distinction: while therapist ratings capture generalized perceived progress, behavioral observation reflects individualized behavioral trajectories. Evaluating metaverse-based interventions for neurodivergent populations requires a multi-method assessment framework to properly interpret nuanced therapeutic outcomes. In subsequent studies, practical ways to understand how social skills acquired by autistic children in virtual spaces can be generalized in reality and narrow the gap between virtual and real life should be sought.