國中小自閉症學生透過虛擬實境教學系統學習社會技巧成效之探討

Effectiveness of Learning Social Skills Through Virtual Reality Teaching Systems for Students With Autism in Elementary and Junior High Schools

10.6137/RECT.202008_(123).0003

孟瑛如(Meng, Ying-Ru)；葉佳琪(Yeh, Chia-Chi)

社會技巧 ； 高功能自閉症 ； 教學系統 ； 虛擬實境 ； Social skills ； High functional autism ； Teaching system ； Virtual reality

教育傳播與科技研究

123期（2020 / 08 / 31）

39 - 58

繁體中文

本研究擬透過虛擬實境教學免除自閉症學生對於非圖像式思考的缺陷，並以「與同學進行一趟藝術之旅」為故事主題，配合十二年國民基本教育課程綱要中「特殊需求領域之社會技巧科目課程綱要」教學重點，進行四個虛擬實境情境教學系統開發，期望能讓自閉症學生在更貼近真實情境之狀況，提升社會技巧。本研究採準實驗設計法，共16名自閉症學生經8週虛擬實境教學後，發現學生在學校內的社會干擾行為明顯降低，虛擬實境教學效果優於傳統繪本社會技巧教學。另發現學生透過虛擬實境課程教學後，在「主動互動」及「融入團體」上有較明顯的進步。最後家長認為看到學生最大的改變在於環境的適應能力，即為「處環境」部分有較明顯之成效。

This study employed the virtual reality social skills course to teach students with autism in elementary and junior high schools. The course was called ＂One Art Tour with Students＂, and it addressed four key points from the ＂Social Skills Curricula Outline for Disabilities-Related Special Needs Areas＂. In the first stage, this study developed the basic scenes and training courses. This stage extended the results of the four situations and added emergency in each situation to improve students' resilience. This study adopted a quasi-experimental design. A total of 16 students participated in the virtual reality course. After 8 weeks of virtual reality teaching, the students demonstrated significantly reduced social interference behavior at school. In terms of teaching effectiveness, virtual reality teaching was found to be more effective than traditional paper teaching (using picture books for social skills teaching). It could be learned by the students of the experimental group from the first to fourth week. Additionally, the students in the control group demonstrated significant differences in terms of teaching effectiveness. Additionally, we found that students made more significant progress in schools through the active interaction and the integration into the group programs after attending virtual reality courses. Finally, parents believed that the students' adaptability to their environments was the most noticeable change, that is, the environment component demonstrated a more prominent effect.

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