UFO - Use of NeUrophysiological Interfaces and Tactile-assisted Virtual Reality to Promote Occupational InclusiOn
Responses by Laura Bareiß (University of Stuttgart, Germany), March 2025.
What were your goals in the project UFO?
In the UFO project, we have set ourselves the goal of supporting neurodivergent people by developing training in virtual reality for stressful situations in everyday life. In particular, we focussed on people with autism. With the training concept that we developed within our project, we wanted to prepare the target group for the challenges of social interaction and thus promote professional inclusion sustainably and effectively. We simulated social interactions in virtual reality and gave the target group the opportunity to develop strategies for dealing better with challenging socio-emotional situations. Another aim of the project was to educate and sensitise the neurotypical population to the everyday challenges and needs of neurodivergent groups of people to promote the potential of neurodiverse perspectives in professional collaboration.
Are there any topics and focal points that have turned out to be particularly important for you in the project when it comes to pursuing these goals? If so, which ones?
When carrying out the studies planned in the UFO project to record the needs and requirements of the target group and evaluate the technical components developed and the overall system, it was important to customise them to our specific target group and their needs. In this context, it was important to us to inform our target group about the objectives and background of our research project. We also wanted to encourage their willingness to participate in the tests throughout the project.
What key challenges you faced during the project? What strategies did you use to address these challenges?
A particular challenge within the UFO project was the acquisition of test subjects. As the implementation of the studies planned in the project was characterised by innovative technical developments, we were mainly able to reach male and tech-savvy test subjects. Our training approach is therefore strongly characterised by this group’s perspective. To enable less tech-skilled people to access the virtual environment, detailed introductions to the technology and its functionality were included at the beginning and emphasis was placed on interfaces to everyday scenarios.
Another challenge was that our measurements required significantly more time and financial resources than originally planned. This was mainly because we endeavoured to avoid stressful situations for our test subjects caused by unpredictable requirements or unfamiliar locations. Therefore, after detailed discussions and online presentations of our project, we travelled with our equipment to various locations within Germany to carry out our studies in places familiar to our test subjects.
Based on the insights and experiences gained during the project, what strategies did you use to deal with those challenges? What are your recommendations in this context?
For us, the potential of virtual reality in the context of promoting professional inclusion lies primarily in the fact that the technology enables the practicing of situations within the world of work in a protected space. This is the case insofar as people with autism often feel comfortable and safe in virtual reality. At the same time, the skills promoted with this training can be transferred to the non-virtual working world. Virtual reality can therefore help people with autism to cope better with challenging situations in everyday life. To utilise the potential of virtual training, we believe it is essential to first identify the everyday situations that are challenging for neurodivergent people to then develop measures for training these situations.
Which insights gained during the project do you consider as most important?
We believe that dealing appropriately with the respective target group is particularly relevant. In our view, it is therefore important to respond to the challenges and needs of neurodivergent people and to find creative solutions to avoid stressful situations and to achieve a high level of willingness to participate in the development process. In our view, this is the only way to obtain meaningful results and derive conclusions that are relevant to the target group.
Looking back on the aims and trajectory of the UFO project, where do you see a need for further research and which research questions would you name in this context?
We see a need for further research in the (technical) development and continuation of previous studies on the derivation and interpretation of neurophysiological signals, the perception of tactile feedback and the design and functionality of the virtually supported training environment. In addition, the target group should be expanded to include not only people with autism, but also other neurodivergent groups such as people with ADHD or comorbidities.
Project Goals
The aim of the UFO project was to support autistic and other neurodivergent individuals by providing virtual training to help them better manage stressful everyday situations.
The goal was to practise social interactions in a safe environment (virtual reality) to make it easier to handle similar situations in the workplace and thus promote vocational participation.
Raising awareness and informing others about neurodivergent individuals was also a key objective, with the aim of fostering greater understanding of their needs and better recognising their strengths.
Key Topics
A key priority in the project was to address the specific needs of the target group: participants needed to understand exactly what the project was about and feel motivated to take part.
The technology and training system were also designed in a way that allowed participants to feel safe and navigate the environment confidently.
Another central aspect was involving the target group itself – meaning the active inclusion of those affected throughout the process.
Challenges Faced during the Project
The project primarily attracted tech-savvy male participants – it was more difficult to reach other groups.
Conducting the studies was time-consuming and costly, as efforts were made to avoid causing stress for the participants.
To provide participants with a greater sense of safety, the studies had to be carried out in familiar and trusted locations, which involved considerable travel and organisational effort for the project team.
Approaches to Address These Challenges
To reach a wider range of people, introductory sessions on the technology and connections to everyday life were integrated into the training.
To minimise stress, individual arrangements were made, and test environments were moved to places familiar to the participants.
Communication with the target group was handled with particular empathy and transparency.
Key Insights
Virtual reality can offer a safe learning space, especially for autistic individuals.
A sensitive and respectful approach to the target group is crucial for success – this includes listening, empathising, and avoiding stress.
Continuous collaboration with the target group throughout the project is vital for developing suitable and effective solutions.
Recommendations Derived from the Project
Virtual reality training should be tailored to everyday situations and adapted to the needs of neurodivergent individuals.
Before developing such training programmes, it is essential to have a thorough understanding of the specific challenges faced in daily life.
Actively involving the target group significantly improves the quality and acceptance of the measures.
Further Research Needs
Further research should explore how the technology can be developed – for example, in terms of neurophysiological signals, tactile feedback, and the virtual environment.
There is also a need to expand the technology to other neurodivergent groups, such as people with ADHD or multiple diagnoses (comorbidities).
In addition, studies should examine how well the strategies learned in virtual reality can be transferred to real-life situations.
