VIRTUAL LEARNING FOR AUTISTIC

KIDS THROUGH GAMING USING

UN-REAL ENGINE
Project Id : BDE-11
Team members :
GOWTHAM ARAVAPALLI - 21BRS1536
KARRI RAGHUVEERA REDDY -
21BRS1483
VEERAPUREDDY CHIRANJEEVI REDDY -
21BLC1272

Guide’s Name: [Link] R

Signature:
GUIDE APPROVAL SCRRENSHOT
 TABLE OF CONTENTS
PROBLEM RESEARCH
INTRODUCTION STATEMENT OBJECTIVES
01 02 Here you could 03 Here you could
describe the topic describe the topic
of the section of the section

PROPOSED
SOLUTION RESULTS NEXT REVIEW
04 Here you could 05 Here you could 06 Here you could
describe the topic describe the topic describe the topic
of the section of the section of the section
INTRODUCTION
 This project seeks to develop a virtual game tailored to teach good habits to autistic
children by simulating real-life environments and fostering a sense of familiarity and
comfort.
 The game incorporates AI-driven NPC characters that assess the child's autism level
across four predefined stages. Based on the child’s interactions, the AI dynamically
adjusts its behavior, tailoring activities and responses to suit the child’s
developmental needs.
 Realistic and interactive settings, including a city, city park, school, and house, are
designed to emulate a child’s natural surroundings.
 Built using Unreal Engine 5, the game leverages cutting-edge technology to create
high-fidelity graphics, intuitive interactions, and seamless adaptive AI functionality,
ensuring an engaging and effective learning experience.
 Our Goal is to Teach Some basic Good Habits like Greeting the teacher, Washing
hands properly, How to eat food properly etc…… like this 5 – 10 Habits to the player
BACKGROUND
 Autism spectrum disorder (ASD) is a neurodevelopmental condition that affects social
communication, behavior, and sensory processing. Traditional educational approaches often fail to
address the unique needs of autistic children, highlighting the necessity for innovative,
personalized teaching methods.
 Technology, particularly virtual reality and AI, has emerged as a powerful tool to create interactive
and adaptive learning environments. However, its application in teaching essential life skills and
good habits to autistic children remains underexplored, making it a critical area of study.
 Most conventional methods lack interactivity, adaptability, and real-world relevance, leading to
limited engagement and slower learning among autistic children. These gaps call for more
immersive and dynamic teaching strategies.
 Recent advancements in AI and gaming technologies have made it possible to simulate real-life
scenarios in a virtual space. These environments not only engage children but also provide
adaptive experiences tailored to their individual learning levels and capabilities.
 This research addresses a pressing need to create a virtual game that teaches good habits like
greeting others, washing hands, and eating properly, in a way that mimics real-life environments.
The goal is to empower autistic children with essential life skills, promote independence, and offer
a safe, engaging, and effective learning experience.
PROBLEM STATEMENT
Autistic children often face challenges in learning and
practicing essential social and personal habits, which
are crucial for their integration into everyday life.
Conventional teaching methods may not adequately
address their unique needs or provide the interactive
and immersive experience required for effective
learning.
This project aims to develop a virtual game that
teaches basic good habits—such as greeting a
teacher, washing hands properly, and eating food
correctly—through interactive AI-driven scenarios.
By simulating familiar spaces like a city, city park,
school, and house, the game provides a safe and
relatable platform for autistic children to learn and
practice up to 5–10 habits, fostering their
independence and confidence.

Presentation title 6
 RESEARCH OBJECTIVES
•To develop an AI system capable of dynamically adjusting its interactions with the child based on their autism
level, offering personalized, progressive learning experiences.

•To create immersive, real-world-inspired virtual environments (city, park, school, house) that help children with
autism practice essential life skills in familiar settings.

•To design NPC characters and AI interactions that foster social and emotional development, ensuring that the
responses are tailored to the child’s behaviors and needs.

•To evaluate the effectiveness of the game in improving social skills and promoting good habits, contributing to
the development of AI-driven educational tools for children with autism.
 PROPOSED SOLUTION
Key Features of the Proposed System

• Gamified Learning Experience:

Incorporates engaging gameplay mechanics such as rewards, levels, and challenges
specifically designed to suit the learning needs of autistic children, promoting skill
development in a fun and interactive way.
• User-Friendly Interface with Adaptive Difficulty:
Intuitive and simple interface with customizable settings that adjust the difficulty level
based on the child’s progress, ensuring an inclusive experience for children with varying
abilities.
• Cross-Platform Accessibility:
Designed to be easily deployable on the Play Store for mobile access, as well as optimized
for seamless use on laptops, providing flexibility for both home and educational settings.
• Technology Stack – Unreal Engine:
Utilizes Unreal Engine’s advanced graphics and interactive tools to create high-quality,
immersive virtual environments that captivate and engage young learners effectively.
• Impact on Learning and Development:
Offers a safe and supportive virtual space where autistic children can develop essential
cognitive, communication, and social skills through experiential learning, fostering growth
and confidence in their daily lives.
BLUEPRINTS OF 3D - GAME

Presentation title 9
PROPOSED SYSTEM:

10
PROPOSED SYSTEM:

11
Story Gameplay Design:
NEXT STEPS….
•Develop a structured storyline centered around real-life scenarios (e.g., daily routines,
communication, problem-solving) to help autistic children learn through relatable
experiences.
•Integrate interactive tasks, puzzles, and mini-games within the story to reinforce learning
outcomes.

Testing and Feedback:

•Conduct usability testing with children, parents, and educators to refine game mechanics,
accessibility features, and overall user experience.

Deployment Process:
•Package the project using Unreal Engine’s Android deployment tools.
•Perform compatibility checks, optimize app size
 REFERENCES
 Boucenna, S., et al. (2014). "Interactive technologies for autistic children: A review." Autism, 18(8), 958–968.
 Gentry, T., et al. (2010). "Virtual reality as a training tool for improving job interview skills for individuals

with autism spectrum disorders." Journal of Vocational Rehabilitation, 33(1), 25–30.

 Grynszpan, O., et al. (2014). "Innovative technology-based interventions for autism spectrum disorders: A

meta-analysis." Autism, 18(4), 346–361.

 World Health Organization (2021). Autism Spectrum Disorders Fact Sheet. [Online] Available at:

[Link]
 Chen, C. H., & Chien, S. F. (2020). "Gamified virtual reality for social skill training of children with autism

spectrum disorder." Computers in Human Behavior, 112, 106466.

 Sarkar, N., & Jain, R. (2020). "Adaptive game design for autism spectrum disorder children using AI-based

methods." International Journal of Human–Computer Interaction, 36(9), 851–867.

 Rizzo, A., & Bowerly, T. (2021). "The role of VR in cognitive and social skill development for autistic

learners." Technology in Autism Education Review, 15(3), 211–228.

 REFERENCES
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders

(5th ed.). Washington, DC.

Baron-Cohen, S., et al. (2009). "Teaching children with autism to mind-read: A practical guide."

John Wiley & Sons.

Bauminger, N., & Kasari, C. (2000). "Loneliness and friendship in high-functioning children with

autism." Child Development, 71(2), 447–456.

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and

Strategies for Training and Education. Wiley.

Parsons, S., & Cobb, S. (2011). "State-of-the-art of virtual reality technologies for children on

the autism spectrum." European Journal of Special Needs Education, 26(3), 355–366.
Ramdoss, S., et al. (2012). "Use of computer-based interventions to improve social and

emotional skills in children with autism spectrum disorders: A systematic review." Journal of
Autism and Developmental Disorders, 42(6), 678–689.
THANK YOU