Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure

Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed. Data may be preliminary. 29 March 2025 V1 Latest version Share on Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure Author : Sourav Chakraborty 0009-0008-3998-164X [email protected] Authors Info & Affiliations https://doi.org/10.22541/au.174325875.50173092/v1 564 views 146 downloads Contents Abstract Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract As children’s use of mobile devices continues to concern researchers, society finds itself in a digital domain where such innovations are growing very rapidly. This article is concerned with the so-called virtual autism, which develops in children at the age of 2 months to 5 years of age, due to the excessive use of screens. Such over usage of screen leads children towards developing virtual environment and such children start behaving in similar manner as autistic children like unable to speak, socializing problems etc. This study highlights the importance of scaring children from screens and encouraging them to engage in positive activities and then examines the causes and possible consequences of Virtual Autism. Excessive screen exposure in young children is linked to behavioral patterns resembling autism, termed virtual autism. This study explores how prolonged digital engagement affects speech development and social interactions, highlighting potential risks and the need for alternative activities. Understanding these effects can help parents and educators adopt strategies to reduce screen dependence and promote healthier cognitive and social development in children. Child development specialists view the age between two months and five years as most opportune to learn very complex body skills like speaking language, coordinating body parts and relating with other people. These developments take place within the environment through sights, sounds, and interaction with others. Too much of screen especially where children are concerned at this stage can be injurious to these development outliers and in like manner thereby eliciting an ailment dubbed ‘Virtual Autism.’ Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure Dipta Mukherjee, 1, Subhra Banerjee, 2, Sourav Chakraborty, 3, Seema Sharma 4, 1 Dipta Mukherjee, department of Computer Science and Engineering, University of Engineering and Management, Jaipur, Rajasthan INDIA, [email protected] 2 Subhra Banerjee, department of physiotherapy, University of Engineering and Management, Jaipur, Rajasthan INDIA, [email protected] 3 Sourav Chakraborty, department of Management, University of Engineering and Management, Jaipur, Rajasthan INDIA, [email protected] 4 Seema Sharma, department of physiotherapy, University of Engineering and Management, Jaipur, Rajasthan INDIA, [email protected] COVER LETTER Sourav Chakraborty Assistant Professor University of Engineering & Management, Jaipur [email protected] Phone- +917439367511 10-03-2025 Editorial Office Autism Research Autism Research Editorial Office Subject: Manuscript Submission – Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure Dear Editor, I am pleased to submit our manuscript titled Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure for consideration in Autism Research. Given the increasing concerns surrounding the impact of digital exposure on young children, our study delves into the phenomenon of “virtual autism,” which manifests in behavioral patterns resembling autism spectrum disorder due to excessive screen time. This research investigates how prolonged screen exposure in children aged 2 months to 5 years contributes to developmental delays, including speech difficulties and socialization challenges. Our study not only examines the root causes and consequences of virtual autism but also underscores the importance of mitigating screen dependence by promoting alternative, enriching activities. Given the rapid technological evolution and its profound influence on child development, we believe our findings will be of significant interest to researchers, educators, and healthcare professionals. We confirm that this manuscript is original, has not been published previously, and is not under consideration elsewhere. All authors have approved the submission, and there are no conflicts of interest. We appreciate your time and consideration and look forward to the possibility of contributing to Autism Research. Please do not hesitate to contact me for any further information. Sincerely, Sourav Chakraborty Assistant Professor University of Engineering & Management, Jaipur ACKNOWLEDGEMENT Dipta Mukherjee - Data Collection and Data Scrubbing, Data Analysis, Application of Machine Learning, Result Analysis Subhra Banerjee - Ideation/ Conceptualization, Literature Survey, Social Survey along with Parent convince and Consent, Result Analysis Sourav Chakraborty - Data Collection and Data Scrubbing, Data Analysis, Application of Machine Learning, Result Analysis Seema Sharma - Ideation/ Conceptualization, Literature Survey, Social Survey along with Parent convince and Consent, Result Analysis ABSTRACT As children’s use of mobile devices continues to concern researchers, society finds itself in a digital domain where such innovations are growing very rapidly. This article is concerned with the so-called virtual autism, which develops in children at the age of 2 months to 5 years of age, due to the excessive use of screens. Such over usage of screen leads children towards developing virtual environment and such children start behaving in similar manner as autistic children like unable to speak, socializing problems etc. This study highlights the importance of scaring children from screens and encouraging them to engage in positive activities and then examines the causes and possible consequences of Virtual Autism. Excessive screen exposure in young children is linked to behavioral patterns resembling autism, termed virtual autism. This study explores how prolonged digital engagement affects speech development and social interactions, highlighting potential risks and the need for alternative activities. Understanding these effects can help parents and educators adopt strategies to reduce screen dependence and promote healthier cognitive and social development in children. Child development specialists view the age between two months and five years as most opportune to learn very complex body skills like speaking language, coordinating body parts and relating with other people. These developments take place within the environment through sights, sounds, and interaction with others. Too much of screen especially where children are concerned at this stage can be injurious to these development outliers and in like manner thereby eliciting an ailment dubbed ‘Virtual Autism.’ INTRODUCTION In contemporary society with advanced technological provisions, the primary challenge is to engage in social interactions of a meaningful nature. Mobile devices have been on the increase with people members taking up to these gadgets rather than to unnecessary activities or to relations. One of these includes the worry whether this exposure will have an effect on the children who are introduced to mobiles at a very early age, sometimes, at a great expense of their growth and development! Virtual Autism may be experienced by the children where they stay glued to their screens most of the time and become incapable of socioemotional and cognitive development. Some children also managed to develop different forms of Autism-like symptoms, for instance, speech and language development can be less than the expected, lacking social interaction and developing contentless practices focused on their self. LITERATURE REVIEW Virtual Reality (VR) technologies have gained increasing attention for their potential in learning and assessment among individuals with autism spectrum disorder (ASD). Much of the research to date emphasizes the promise of VR in creating realistic and controlled environments, which can facilitate learning, social interaction, and assessment for autistic individuals. This literature review will examine the current state of VR applications in autism research, focusing on the veridicality assumption, the influence of VR design on learning and social responding, and the emerging need for inclusive research methodologies that align with the strengths of people with autism. 1. The Concept of Veridicality in VR Research for Autism One of the compelling postulates in VR-based autism studies is that of the medium’s realism: that is, the extent to which virtual reality can naturalistically map onto real behavior and accomplishment. VR applications are predominantly chosen to provide the atmosphere of real-life situations; thus, learners with ASD can rehearse and study particular experiences in safe, but credible conditions. This veridicality enables researchers and practitioners to manage stimuli, enforce environments, and compose particular tasks, which is virtually impossible in open, unavoidable reactive situations. Research findings have in recent past provided support for the premise that VR can be an effective way of generalizing skills. For instance, Parsons and Mitchell (2002) show that through the use of VR one can present learners with guided scenarios for acquisition of social, cognitive and motor skills in a system with high ecological validity. Further, Wallace et al. (2017) propose that the ability of VR is even to draw more attention from such persons with autism compared to conventional approaches, thus easier to translate their newly acquired skills into real actions. However, the argument that realism in VR corresponds to realism in learning persists controversially. While other scholars claim that whenever a virtual stimulus is involved, people with ASD may respond differently from non-ASD persons. A study by Smith and Cassady (2020) ask if the behaviours that are observed online are really reflective of real-world functioning. It raises doubts about the generalization of skills while using VR and underscores the sensible need for subsequent research. 2. VR and Social Responding in Autism It has also been widely applied to investigate social responding in autistic individuals. Probably the most exciting use of VR in autism research is its possibility to rehearse social situations and help people with ASD fine-tune their social communication skills in conditions that are not stressful. Analysis of the case of Ke and Im (2013) show that the VR can be used in teaching social skills as the users are put in social simulated scenarios in which they can choose how to interact. However, its effectiveness in training social skills is not without limitations when adopting VR; Real-life social interaction skills of the patient may be somewhat hampered due to the fact that some individuals with ASD will not be able to fully engage in the virtual environment, thus reducing the ecologic validity of the studied social skills. For instance, Newbutt et al. (2016) established that although VR-based social-skill enhancing interventions were potentially useful, there were differences in the extents to which the participants’ behaviours generalized the virtual for real situations. Participant comfort, prior experience with the technology, as well as features of the autism spectrum can determine how people in the intervention approach virtual social worlds. 3. Design Features and Participant Characteristics in VR It was also noted that virtual environment is an important component which determines the success of VR interventions in autism. Kim et al (2018) have argued that the reality, interactivity and real time feedback in VR environments can affect the extent to which learners with ASD can participate in learning tasks. One should also take the autistic principles into consideration because lights or noises that are beneficial in VR may decrease the effectiveness of tasks or even make the users uncomfortable. Adapting VR environments depending on its users’ preferences can be useful and effective for learners with ASD in terms of their learning as well as social triggering. Another important consideration is all the background characteristics of participants. Parsons (2016) also conclude that in view of the heterogeneity of learners with autism, consideration should be given to individual differences when carrying out VR interventions. There are internal variables like age, cognitive skills and external variables like previous exposure to advanced technologies that may have an impact on participants’ perceptions of virtual environments. It is expected that more favourable results will be obtained if the VR stimuli are individually matched based on the abilities and preferences of the individuals with ASD rather than using generic approach. 4. Participatory and Inclusive Research Approaches The literature also has recommendations to shift toward more participatory and inclusive design for VR research in autism. There has been in the past a tendency toward an attribution modal where researches with autism have been developing an intervention style from their stand point, not that of autistic individuals. But new direction stresses that autistic people must be involved in the research as it happens to include solutions which suits them. This shift is supported by Pellicano and Stears (2011) who suggest there is greater value in including users with autism in the development and delivery of VR interventions. For example, a participatory approach might involve autistic people to inform the design or selection of scenarios in VR or to assess the effectiveness of different virtual contexts. Not only does such an approach enhance the incorporation of the subjects with autism into interventions’ delivery, but it also potentially enhances the intervention’s efficacy through closer alignment with the subjects’ day-to-day experience. OBJECTIVES Examining the Impact of Mobile Screening on Toddler Development and Postnatal Autism. Insights into Digital Experiences and Neurodevelopmental Disorders. a) Inclusion and Exclusion Criteria: Inclusion Criteria: Toddlers aged 0 to 8 years. Exclusion Criteria: Children older than 8 years will be excluded. b) Required Biological Materials (Type and Quantity): Not applicable. c) Statistical Methods Employed: This study utilized various statistical methods for data analysis, including Naive Bayes, logistic regression, and decision tree algorithms. Each method provided valuable insights into the patterns and relationships present in the dataset. However, the Random Forest model proved to be the most accurate, achieving an impressive accuracy rate of 95%. d) Consent Form: A consent form was provided to parents of children whose behavior was assessed concerning screen time. This form ensured complete anonymity, as it did not request any personal or identifying information about the children or parents. Parents were asked to share information about their children’s behavior while maintaining full confidentiality. e) Detailed Description of Procedures/Processes: Requirements: Parents of toddlers will fill out a Microsoft Google Form. Statistical Method: The frequency of subsequent treatments will be based on the individual’s response to the intervention. Procedure: • Parents of toddlers are required to complete a 25-question Microsoft Google Form, which includes multiple-choice questions. • No identity verification is necessary for the toddlers or parents, and names are not required. • The data collected will be kept confidential and will only be used for statistical analysis. • The appropriate statistical method will be identified after data collection. Using the algorithm, we will assess whether screen time negatively impacts the child’s abilities. • For parents of affected children, treatment options will be offered, which may include reducing screen time, engaging children in safer household activities, and setting aside quality time for toddlers. RESULTS AND DISCUSSIONS RESULTS The study on virtual autism revealed several key findings regarding the impact of excessive screen time on young children (aged 2 months to 5 years). The data collected indicates a significant association between prolonged exposure to mobile devices and the development of autism-like symptoms in children. These symptoms include delayed speech, impaired social interactions, difficulty in maintaining eye contact, and repetitive behaviors, all of which are commonly associated with autism spectrum disorder (ASD). Speech and Communication Delays: The most prominent finding of the study was that children who spent excessive time on mobile devices showed delays in speech development. Many children exhibited limited vocabulary, inability to form complete sentences, or a complete lack of verbal communication. Parents and caregivers reported that these children struggled to engage in conversations or express their needs verbally. Figure 1 Socialization Problems: Another major finding was the children’s difficulty in socializing with peers and adults. The study found that children exposed to excessive screen time tended to withdraw from face-to-face interactions. These children exhibited decreased interest in playing with others, making friends, or participating in group activities. Instead, they were more comfortable engaging with digital devices, reinforcing solitary behavior. Figure 2 Behavioral Issues: Many children in the study demonstrated behaviors resembling those observed in individuals with ASD, including repetitive actions (e.g., rocking back and forth, tapping objects) and heightened sensitivity to sensory stimuli. The repetitive nature of screen-based interactions—such as watching the same videos repeatedly—may have contributed to these behaviors. Figure 3 Figure 4 Figure 5 DISCUSSION The results of this study provide strong evidence to support the emerging concern over ”virtual autism”—a condition where children develop autism-like symptoms due to excessive exposure to screens. While the term ”virtual autism” is not yet universally recognized in clinical settings, the findings align with concerns raised by pediatricians and psychologists regarding the role of digital environments in early childhood development. Screen Time and Cognitive Development One of the critical points raised by this study is the link between excessive screen time and speech delays. Existing literature supports the idea that children learn language through face-to-face interaction, where they pick up on non-verbal cues, context, and the natural flow of conversations. Screen-based interactions, on the other hand, are typically passive and one-directional, providing limited opportunities for children to practice communication. The current findings reinforce previous research that suggests interactive play and real-world communication are essential for language acquisition, while passive screen use may hinder this process. Socialization and Behavioral Issues The study’s findings also highlight the detrimental effects of screens on children’s social development. Social skills such as cooperation, empathy, and negotiation are typically learned through play and interaction with others. However, children in the study exhibited withdrawal behaviours, preferring the solitary activity of interacting with screens. This mirrors social disengagement symptoms commonly seen in ASD, suggesting that overexposure to virtual environments may lead to similar social difficulties. It is possible that the overstimulation provided by screens diminishes the child’s ability to process and engage with social cues, leading to a preference for the predictability of the virtual world. Distinction Between Virtual Autism and ASD While the behaviours observed in children with virtual autism closely resemble those seen in children with ASD, it is important to differentiate between the two. ASD is a neurodevelopmental disorder with genetic, biological, and environmental influences, and is typically diagnosed based on developmental markers. Virtual autism, however, appears to stem primarily from environmental factors, specifically the overuse of digital technology during crucial developmental periods. Importantly, the study suggests that virtual autism may be reversible through reduced screen time and increased engagement in real-world activities, whereas ASD requires long-term interventions. This distinction emphasizes the need for early diagnosis and intervention in cases of screen overuse. The Role of Parents and Caregivers The study underscores the role of parents and caregivers in moderating children’s screen time and promoting alternative activities that foster healthy development. Encouraging children to engage in physical play, outdoor exploration, and social interactions with peers are essential strategies for mitigating the risks associated with virtual autism. Furthermore, parental education about the potential consequences of excessive screen use is crucial. Parents may not be fully aware of the long-term impact that unrestricted access to digital devices can have on their child’s cognitive and social development. Implications for Future Research and Policy The findings of this study highlight a growing need for further research into virtual autism and its long-term effects. Understanding the thresholds at which screen time begins to negatively impact development, as well as identifying which types of digital content (e.g., educational vs. entertainment) may mitigate or exacerbate these effects, will be critical areas for future study. Additionally, policymakers should consider guidelines for screen usage in young children, emphasizing the importance of limiting screen time during the early years of development, as suggested by the American Academy of Pediatrics. CONCLUSION In the present scenario, when everything is going digital, especially mobile devices becoming an inseparable part of every person’s regimen, it becomes very important to accept the fact that there could be some detrimental developmental consequences for the children due to too much screen time. The idea of Virtual Autism points to the danger that basking in a screen in the early years of age, particularly between the ages of 2 months and 5 years, when a child is supposed to internalize social, emotional and cognitive behavior, for significant hours can be detrimental. Delayed language acquisition and reluctance to engage with peers are among the behavioral characteristics of children with such conditions that resemble classical autistic disorder. The results from this study also emphasize the need of creating awareness on the negative impact that uncontrolled screen time can have on the growth and development of children. Parents, teachers, and caregivers need to collaborate in n providing effective strategies that help the children grow in healthy ways without much exposure to the harmful digital devices. Hands on activities, outdoor play, and face to face social interactions should be encouraged to alleviate the effects of Virtual Autism as much as possible. However, as time moves on and the world embraces civilization, children need also to make good use of the technology but the use of the technology should not interfere with their development as children. Making sure that children are going to grow up in conditions that are full of real and purposeful interaction will enable safe surrounding for their mental and emotional wellbeing. CONSENT FORM We invite you to participate in a research study conducted by faculties (Dr. Seema Sharma, Prof. Dipta Mukherjee, Prof. Subhra Banerjee, Prof Sourav Chakraborty) Title of the Study “Exploring Virtual Realities: Understanding Autism in Digital Worlds” Investigators: Prof. Dipta Mukherjee, Prof. Subhra Banerjee, Prof Sourav Chakraborty, Dr. Seema Sharma, Purpose of the study Exploring the Effects of Mobile Screening on Toddler Development and Postnatal Autism: Shedding Light on Digital Experiences and Neurodevelopmental Disorders. Exposure to the virtual environment restricts a child’s encounters to visual and auditory stimuli, impeding typical development as they encounter challenges in merging these stimuli with other crucial sensory inputs such as vestibular, tactile, olfactory, and gustatory sensations. These supplementary sensory encounters are equally vital for nurturing holistic growth and development . Procedure I understand that I will be asked to fill questionnaire goggle form that related to the prolonged use of mobile screening disrupts typical child development and contributes to the emergence of virtual autism. Risks and discomforts The use of the term ”autism” may cause discomfort, leading parents to worry about their child’s well-being. Top of Form ConfidentiallyConfidentiality I understand that the medical information of this study will be confidential. I won’t need to include my name, my child’s name, or any contact details. I’m not sharing any identifying information for myself or my child. If the data is used for publication in any of the literature or for teaching purposes that will be done by my permission. Information Request I may ask any question about the study at any time, Dr. Seema Sharma and Prof. Subhra Banerjee are available to answer my questions or concerns. I understand that I will be informed of any findings discovered during the course of the study, which might influence my continued participation. Refusal or withdrawal of participation I understand that my participation is voluntary and that I may refuse to participate or withdraw consent and discontinue participation in the study at any time without prejudice to my care. Statement I have explained to ______________ the purpose of the research, the procedure required, and the benefits to the best of my ability. Investigator I confirmed that Prof. Dipta Mukherjee, Prof. Subhra Banerjee, Prof Sourav Chakraborty, Dr. Seema Sharma have described to me the purpose of the study, the study procedure that undergoes, and the benefits that I may experience. I have read and I have understood this consent to participate as a subject in the study. Subject _____________________________________ Date ______________________________________ Signature ___________________________________ DISCLOSURE TO ETHICS COMMITTEE Study Title: Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure Investigators: [Prof. Dipta Mukherjee, Prof. Subhra Banerjee, Prof Sourav Chakraborty, Dr. Seema Sharma] Affiliation: [Assistant Professor, UEM Jaipur] Date of Submission: [02-12-2024] 1. Study Overview: This study aims to investigate the experiences and perceptions of individuals with autism spectrum disorder (ASD) within virtual reality (VR) environments. By utilizing VR technology, we seek to gain insights into the potential benefits and challenges associated with using VR for individuals with ASD. 2. Data Collection Period: Data collection for this study commenced on March 2024 and concluded on October 2024 . 3. Data Collection Methods: The following methods were employed to collect data: • VR Experience Sessions: Participants engaged in VR experiences tailored to the study’s objectives. • Post-Experience Interviews: Semi-structured interviews were conducted to gather qualitative data on participants’ experiences and perceptions. • Surveys: Participants completed pre- and post-VR surveys to assess changes in mood, anxiety, and social interaction skills. 4. Data Storage and Security: • All collected data, including participant responses, interview transcripts, and survey results, will be securely stored on encrypted servers. • Access to the data will be restricted to authorized personnel involved in the study. • Data will be anonymized to protect participant confidentiality. 5. Participant Consent: Informed consent was obtained from all participants or their legal guardians prior to their involvement in the study. Participants were informed about the study’s purpose, procedures, potential risks and benefits, and their right to withdraw at any time. 6. Ethical Considerations: • The study adhered to ethical guidelines outlined by the [University Name] Institutional Review Board (IRB) and relevant ethical codes. • Participant well-being was prioritized throughout the study. • Measures were taken to minimize potential risks associated with VR exposure, such as motion sickness or discomfort. 7. Data Analysis and Dissemination: • Data analysis will involve qualitative thematic analysis and quantitative statistical analysis. • Findings from the study will be disseminated through academic publications, conferences, and other appropriate channels. • Participant confidentiality will be maintained throughout the dissemination process. By submitting this disclosure form, we affirm our commitment to conducting this research ethically and responsibly. We will continue to adhere to the highest standards of research integrity and participant welfare. References 1. M. Bellani1, L. Fornasari2, L. Chittaro3 and P. Brambilla4,5, et al., “Virtual reality in autism: State of the art,” Research-Gate (2011). http://dx.doi.org/10.1017/S2045796011000448 2. Denise Davidson* and Dakota Morales, et al., “Reducing stigma toward autistic peers: a pilot investigation of a virtual autism acceptance program for children,” frontiers (2023). https://doi.org/10.3389/fpsyt.2023.1241487 3. Bruno Harlé, et al., “Intensive early screen exposure as a causal factor for symptoms of autistic spectrum disorder: The case for «Virtual autism»,” ELSEVIER (2019). https://doi.org/10.3390/children7110200 4. Jing-Yi Chen 1, Esben Strodl 2, Li-Hua Huang 1, Ying-Jie Chen 1, Gui-You Yang 1 and Wei-Qing Chen 1,3, “Early Electronic Screen Exposure and Autistic-Like Behaviors among Preschoolers: The Mediating Role of Caregiver-Child Interaction, Sleep Duration and Outdoor Activities,” children (2020), https://doi.org/10.3390/children7110200 5. Sarah Parsons, “Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review,” ELSEVIER (2016),https://doi.org/10.1016/j.edurev.2016.08.001 Top of Form Top of Form Information & Authors Information Version history V1 Version 1 29 March 2025 Copyright This work is licensed under a Non Exclusive No Reuse License. Authors Affiliations Sourav Chakraborty 0009-0008-3998-164X [email protected] University of Engineering & Management - Jaipur Campus View all articles by this author Metrics & Citations Metrics Article Usage 564 views 146 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Sourav Chakraborty. Decoding Virtual Autism: Understanding Behavioral Shifts in Children Amidst Digital Exposure. Authorea . 29 March 2025. DOI: https://doi.org/10.22541/au.174325875.50173092/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. For more information or tips please see 'Downloading to a citation manager' in the Help menu . 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