The influence of immersive learning in English classroom on language disorders in children with autism

Abstract

Background

With the development of society, the incidence rate of autistic children is gradually rising. Autism is often related to genetic factors. In addition, abnormal brain structure and function are also one of the causes of autism. The common symptoms of autism patients include social interaction disorders, communication barriers, narrow interests, and stereotyped and repetitive behavior. Immersive learning is defined as an experiential approach that fully integrates into the training environment, utilizing virtual reality technology.

Subjects and Methods

In order to analyze the impact of immersive learning in English classrooms on language disorders in children with autism, the study selected 100 children with autism and randomly divided them into a treatment group and a control group, with 50 children in both groups. Among them, the control group received normal English classroom teaching, while the treatment group received immersive learning. Both groups have one lecture per day and five classes per week, with a treatment cycle of four weeks. The analysis tools used in the study include the Children’s Autism Rating Scale, Symptom Self Rating Scale, Comprehensive Quality of Life Rating Scale, and SPSS23.0.

Results

The results showed that after treatment, the scores of loneliness and symptom self-evaluation in children showed a significant decrease, with a significant difference compared to before treatment (P<0.05), and the treatment group showed the most significant decrease. In addition, after treatment, the children’s quality of life scores showed a significant improvement (P<0.05), and the treatment group showed the most improvement.

Conclusions

From this, it can be seen that immersive learning in English classrooms is beneficial for language disorders in children with autism.