276 ע הוראה עצמאית במרחב אימרסיבי המקדמת מיומנויות בקרב תלמידים עם אוטיזם )פוסטר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה פיתוח אסטרטגיות להוראה עצמאית במרחב אימרסיבי לקידום מיומנויות קוגניטיביות ועיכוב תגובה בקרב תלמידים עם אוטיזם: מחקר פעולה ) פוסטר ( תמי זייפרט מכללת סמינר הקיבוצים smkb.ac.il Tami.seifert@ בטי שרייבר מכללת סמינר הקיבוצים Betty.Shrieber@smkb.ac.il אליה קלמנוביץ' גרינברג מכללת סמינר הקיבוצים eliyak39@gmail.com Enhancing Inhibition through Immersive Learning for Students with ASD (Poster) Abstract Immersive environments may provide multisensory contexts for practicing executive functions (EF) in autistic students. This action-research pilot initially tested an immersive classroom (three-wall projections and audio, interactive wall) to support response inhibition. Autism-related differences in social communication, sensory processing, and behavioral regulation may reduce persistence in complex learning tasks (APA, 2022). EF support goal-directed behavior (Johnston et al., 2019). Inhibition is central for learning and socio emotional (Diamond, 2013; Zelazo et al., 2016). Three 10year-old students with autism (N=3) and varying support needs took part in planning– implementation–reflection cycles. Across three baseline sessions, they completed Go/No-Go games requiring rapid responses to targets and withholding to non-targets. Three environmental challenge conditions were presented separately: a visible timer, high-volume music, and a dynamic visual background (selective attention demands). Data included computerized response and reaction-time logs, structured observations of engagement/avoidance, and a reflective researcher journal. A 17session graded-exposure plan was drafted but not completed due to feasibility constraints. Findings showed high within- and between-student variability and inconsistent patterns across distractors; no dominant distractor emerged and distraction-related difficulties were not stable. Task duration was experienced as too long, leading to boredom and occasional refusal. The study therefore shifted from exposure to process analysis and design refinement. Implications include short task blocks (30–45 s), calibrated stimulus intensity, explicit inhibition metrics (commission/omission errors and reaction time), and stronger motivational supports. Future work will develop an immersive instructional unit targeting working memory and initiation and evaluate it with a larger sample (N=9). Keywords: Autism Spectrum Disorder (ASD); Executive Functions (EF); Inhibition; Immersive Environments. Eliya Kalmanovich Greenberg Kibbutzim College of Education, Technology and the Arts eliyak39@gmail.com Betty Shrieber Kibbutzim College of Education, Technology and the Arts Betty.Shrieber@smkb.ac.il Tami Seifert Kibbutzim College of Education, Technology and the Arts Tami.seifert@smkb.ac.il
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