Social CommunicationAutism & Neurodivergent

Mixed-methods study (n=10) of a school VR platform for autism communication: null scores, positive parent feedback

Intawong K et al. · 2025 · SAGE Open · Experimental · n = 10 · Thai autistic children · DOI
Evidence certainty: Low certainty
How this was rated

Small mixed-methods feasibility study (n=10, no control group). Quantitative SCQ measure did NOT reach statistical significance (likely under-powered). Peer-reviewed in SAGE Open (Sage Publishing, open-access multi-disciplinary journal - lower-tier than JADD or comparable autism specialty venues). Strengths: explicit cultural localization for Thai context, parent + therapist qualitative perspectives included, home-based delivery model. The contribution is design and feasibility rather than clinical efficacy.

Ratings use a simplified four-tier scheme (High, Moderate, Low, Very Low) informed by the GRADE working group. Learn more about how studies are rated.

A mixed-methods study from Chiang Mai University, Thailand, examining the design and development of an Immersive Virtual Reality Systems (IVRS) platform for autistic children in Thailand. Population: 10 autistic children. Setting: home-based / school-based use without direct therapist involvement. Quantitative measure: Social Communication Questionnaire (SCQ). Qualitative data: semi-structured interviews with parents and therapists. Quantitative SCQ scores did NOT show statistically significant improvements (likely under-powered at n=10), but qualitative feedback highlighted the platform's effectiveness in enhancing social interaction and communication skills. Useful as a supplementary tool for therapists.

Clinical bottom line

A Thai mixed-methods feasibility study of an Immersive VR Systems platform for autism communication-skills development in school settings. With n=10 and quantitative outcomes non-significant, this is primarily acceptability and design-iteration evidence rather than efficacy evidence. Useful for documenting that culturally-localized VR platforms can be developed for non-Western contexts and that parent/therapist qualitative feedback is positive. SAGE Open is a peer-reviewed but lower-tier venue compared to JADD.

Key findings

  • Mixed-methods feasibility study from Chiang Mai University, Thailand, published April 2025 in SAGE Open
  • Sample: 10 autistic children - small even for feasibility work
  • Delivery model: HOME-BASED / SCHOOL-BASED Immersive VR Systems (IVRS) WITHOUT direct therapist involvement - addresses the limited-access-to-specialized-care problem in Thailand specifically
  • Quantitative outcome: Social Communication Questionnaire (SCQ) - NO statistically significant improvements observed
  • Qualitative findings: parent and therapist interviews highlighted the platform's effectiveness in enhancing social interaction and communication skills
  • Cultural localization: explicit design for Thai schools and Thai cultural understanding - geographic diversification of the autism+VR literature beyond predominantly Western contexts
  • Authors suggest the IVRS platform could serve as a valuable supplementary tool for therapists rather than a standalone intervention

Background

Thailand and similar middle-income contexts often have limited access to specialized autism care. Home-based or school-based VR platforms that operate without direct therapist supervision could expand access. By 2025 most autism+VR research had been conducted in Western contexts; cultural localization for Thai schools was an open need.

What they did and found

Mixed-methods feasibility study at Chiang Mai University with 10 Thai autistic children using a culturally-localized Immersive VR Systems platform in home or school settings without therapist supervision. Quantitative SCQ measure did NOT reach statistical significance. Qualitative parent and therapist interviews positive on social interaction and communication skill enhancement.

Why it matters

Cultural and geographic diversification of the autism+VR literature. Documents that home-based / school-based VR platforms can be developed for resource-limited contexts. The supplementary-tool framing (rather than standalone) matches realistic clinical positioning.

Limitations

n=10 is small; quantitative outcome non-significant likely due to under-powering. SAGE Open is a peer-reviewed but lower-tier venue. Single-site, single-country study.

Implications for practice

For clinicians working with autistic children in resource-limited or non-Western contexts, this paper provides early evidence that culturally-localized VR platforms can be developed and deployed at home or in school settings. The non-significant quantitative outcome is consistent with under-powering at n=10; larger trials are needed. For Western practitioners, the methodological-localization aspect is useful when adapting VR interventions across cultural contexts. The home-based / school-based delivery model addresses the limited-specialist-access problem common in many regions.

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Cite this study

If you reference this study in your work, the canonical citation formats are:

APA 7th
Intawong, K., Homla, P., Wongwan, N., Niemsup, S., Worragin, P., Langgapin, S., & Puritat, K. (2025). An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study. SAGE Open. https://doi.org/10.1177/21582440251341985.
AMA 11th
Intawong K, Homla P, Wongwan N, Niemsup S, Worragin P, Langgapin S, Puritat K. An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study. SAGE Open. 2025. doi:10.1177/21582440251341985.
BibTeX
@article{intawong2025,
  author = {Intawong, K. and Homla, P. and Wongwan, N. and Niemsup, S. and Worragin, P. and Langgapin, S. and Puritat, K.},
  title = {An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study},
  journal = {SAGE Open},
  year = {2025},
  doi = {10.1177/21582440251341985},
  url = {https://withvr.app/evidence/studies/intawong-2025}
}
RIS
TY  - JOUR
AU  - Intawong, K.
AU  - Homla, P.
AU  - Wongwan, N.
AU  - Niemsup, S.
AU  - Worragin, P.
AU  - Langgapin, S.
AU  - Puritat, K.
TI  - An Innovative Approach to Enhancing Communication Skills and Cultural Understanding in School Settings for Children With Autism: The Immersive Virtual Reality Systems Study
JO  - SAGE Open
PY  - 2025
DO  - 10.1177/21582440251341985
UR  - https://withvr.app/evidence/studies/intawong-2025
ER  -

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Funding & independence

Affiliations: Chiang Mai University, Thailand. Funding sources reported in published article. Peer-reviewed open access in SAGE Open (Sage Publishing). No withVR BV involvement.

Last reviewed: 2026-05-17 Next review due: 2027-05-17 Reviewed by: Gareth Walkom