• Tatiana Yurievna Bystrova Cultural Studies and Design Department, Ural Federal University, Russian Federation https://orcid.org/0000-0001-6713-6867
  • Ludmila Valerievna Tokarskaya Psychological Department, Ural Federal University, Russian Federation https://orcid.org/0000-0002-2385-9227
  • Darko B. Vuković Russian State Social University (RGSU), Faculty of Economics, Moscow & Perm National Research Polytechnic University, Perm, Russian Federation https://orcid.org/0000-0002-1165-489X




cognitive tasks, virtual reality, virtual environment, the phenomenon of presence, immersion phenomenon, autism spectrum disorders


The number of people with autism spectrum disorders (ASDs) is growing in Russia and the world at large. It is important to find ways to diagnose and correct the work with such individuals. There is much evidence that children with ASDs often exhibit pronounced communicative difficulties, problems in establishing visual contact etc. Specialists working with this category of patients face serious difficulties in trying to find effective ways to interact with them. The use of virtual reality environments that have the necessary parameters, determined theoretically, experimentally, and practically, can mitigate these difficulties. The study has shown that, at present, there is much experience in the field of virtual reality application while working with children who have ASDs. Nevertheless, there are several unspecified issues. First, as far as the perception of virtual reality by people with ASDs are concerned, it is especially important to study them. Of much importance are the peculiarities of their states associated with virtual reality, while solving cognitive tasks during diagnostic and corrective work stage, as well as in obtaining education. It is necessary to choose the right methods of visualization and interaction in a virtual environment. The focal point of the article is to justify the project of creating a virtual reality for the diagnosis and socialization of individuals with ASDs, i.e., its structure, stages and methods. In addition, the work is of interest in connection with the research of the phenomenon of presence in virtual reality.


Download data is not yet available.


Arshavskii, V. V. (1998). Mezhpolusharnaia asimmetriia v sisteme poiskovoi aktivnosti [Interhemispheric asymmetry in the system of search activity]. Vladivostok.

Averbukh, N. (2014). Subjective-Situational Study of Presence. Lecture Notes in Computer Science, Proceedings of “Augmented and Mixed Reality. Designing and Developing Virtual and Augmented Environments” Conference. (issue 8525), pp: 131-138. https://doi.org/10.1007/978-3-319-07458-0_13

Averbukh, N. V. (2010). Psikhologicheskie aspekty fenomena prisutstviia v virtualnoi srede. Voprosy psikhologii [The Questions of Psychology], 5: 105-113.

Averbukh, V. L., Averbukh N. V., Naimushina A. V., Semenishchev D. V. and Tobolin D. I. (2014). Deiatelnostnyi podkhod pri proektirovanii cheloveko-kompiuternogo vzaimodeistviia na primere meditsinskikh interfeisov [The activity approach in the design of human-computer interaction: the example of medical interfaces]. M: Izdatelskaia gruppa URSS.

Bellani, M., Fornasari, L., Chittaro, L., & Brambilla, P. (2011). Virtual reality in autism: state of the art. Epidemiology and psychiatric sciences, 20(3), 235-238. https://doi.org/10.1017/S2045796011000448

Bragina, N. N. and Dobrokhotova T. A. (1988). Funktsionalnye asimmetrii cheloveka [Functional asymmetries in humans]. Meditsina.

Bystrova, T., & Larionova, V. (2015). Use of virtual mind mapping to effectively organise the project activities of students at the university. Procedia-Social and Behavioral Sciences, 214, 465-472. https://doi.org/10.1016/j.sbspro.2015.11.724

Bystrova, T. Y., Tokarskaja L. V. and Grozina V. A. (2016). Graphic desigh for individuals with autism spectrum disorders. Akademicheskij Vestnik UralNIIproect RAASN, 2(29): 95-99.

Bystrova, T. Yu. and Tokarskaja L. V. (2016). Design of the educational environment for children with autism spectrum disorder: to the formulation of the question. Izvestia. Ural Federal University Journal. Series 1. Issues in education? Science and culture, 1(147): 168–175.

Chance S. Neuroanatomy and Cognition Group. http://chancelab.ndcn.ox.ac.uk/Publications.html

Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62, 703-711. https://doi.org/10.1016/j.chb.2016.04.033

Kim, Y. S., Leventhal, B. L., Koh, Y. J., Fombonne, E., Laska, E., Lim, E. C., ... & Song, D. H. (2011). Prevalence of autism spectrum disorders in a total population sample. American Journal of Psychiatry, 168(9), 904-912. https://doi.org/10.1176/appi.ajp.2011.10101532

Kuriakose, S., & Lahiri, U. (2015). Understanding the psycho-physiological implications of interaction with a virtual reality-based system in adolescents with autism: a feasibility study. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 23(4), 665-675. https://doi.org/10.1109/TNSRE.2015.2393891

Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z., & Sarkar, N. (2013). Design of a virtual reality based adaptive response technology for children with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21(1), 55-64. https://doi.org/10.1109/TNSRE.2012.2218618

Morozov, S. A., Morozova T. I. and Beliavskii B. V. (2016). K voprosu ob umstvennoi otstalosti pri rasstroistvakh autisticheskogo spektra. Autizm i narusheniia razvitiia [Autism and developmental disorders], 1(14): 9-18.

Nikolaeva, E. I. (2003). Psikhofiziologiia [Psychophysiology]. M: PER SE; Logos.

Proekt “Primenenie tekhnologii virtualnoi realnosti v razrabotke innovatsionnykh metodov izucheniia kognitivnykh protsessov cheloveka (2012-2013)” [Project “Application of Virtual Reality Technologies in the Development of Innovative Methods for Studying Human Cognitive Processes (2012-2013)”].

Riva, G., & Mantovani, F. (2012). From the body to the tools and back: a general framework for presence in mediated interactions. Interacting with Computers, 24(4), 203-210. https://doi.org/10.1016/j.intcom.2012.04.007

Starodubtsev, I., Averbukh, V., Averbukh, N., & Tobolin, D. (2014, June). Professional Natural Interfaces for Medicine Applications. In International Conference on Human-Computer Interaction (pp. 435-439). Springer, Cham. https://doi.org/10.1007/978-3-319-07854-0_76

Strickland, D. (1997). Virtual reality for the treatment of autism. Stud Health Technol Inform, 44: 81-6.

Strickland, D., Hodges, L., North, M., & Weghorst, S. (1997). Overcoming phobias by virtual exposure. Communications of the ACM, 40(8), 34-40. https://www.researchgate.net/profile/Larry_Hodges/publication/220420035_Overcoming_Phobias_by_Virtual_Exposure/links/5470a7d30cf24af340c0f2fa/Overcoming-Phobias-by-Virtual-Exposure.pdf

Virtualnyi autizm eto uzhe realnost [Virtual autism is already a reality]. Date Views 06.04.2018 http://lib.komarovskiy.net/virtualnyj-autizm-eto-uzhe-realnost.html

Wang, M., & Anagnostou, E. (2014). Virtual reality as treatment tool for children with autism. Comprehensive guide to autism, 2125-2141. https://doi.org/10.1007/978-1-4614-4788-7_130

Wang, M., & Reid, D. (2011). Virtual reality in pediatric neurorehabilitation: attention deficit hyperactivity disorder, autism and cerebral palsy. Neuroepidemiology, 36(1), 2-18. https://doi.org/10.1159/000320847




How to Cite

Yurievna Bystrova, T. ., Valerievna Tokarskaya, L. ., & B. Vuković, D. . (2019). OPTIMUM VIRTUAL ENVIRONMENT FOR SOLVING COGNITIVE TASKS BY INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: THE QUESTIONS AND METHODS OF DESIGN. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 63–72. https://doi.org/10.5937/ijcrsee1901063B