虛擬實境性騷擾防治課程對自閉症青少年學習效果之研究

A Study on the Learning Effect of Virtual Reality for a Self-Protection Program on Sexual Harassment in Autistic Teens

吳勝儒(Sheng-Ru Wu)

《台灣性學學刊》 25卷1期 (2019/05) Pp. 1-29

https://doi.org/10.3966/160857872019052501001

摘要

本研究旨在探討應用虛擬實境性騷擾防治課程對自閉症青少年之學習成效。透過自閉症者的優勢能力，利用具有視覺及聽覺三度模擬空間的虛擬實境，讓自閉症者以最具臨場感的體驗達到身歷其境的學習效果。本研究採單一受試實驗設計之跨受試者多試探設計，選取某特殊教育學校2位高職部及1位國中部自閉症青少年為研究對象，採用虛擬實境教學進行性騷擾防治三步驟的教學，以自編的「性騷擾反應評量表」評量受試者基線期、介入期與維持期三階段的學習效果。本研究結果如下：一、虛擬實境性騷擾防治課程對提升自閉症青少年之學習表現具有立即成效：（一）虛擬實境性騷擾防治課程在「說『不』／推開」表現上具有立即成效；（二）虛擬實境性騷擾防治課程在「閃躲／逃離現場」表現上具有立即成效；（三）虛擬實境性騷擾防治課程在「報告師長」表現上具有立即成效。二、虛擬實境性騷擾防治課程在自閉症青少年學習表現具有維持成效：（一）虛擬實境性騷擾防治課程在「說『不』／推開」表現上具有維持成效；（二）虛擬實境性騷擾防治課程在「閃躲／逃離現場」表現上具有維持成效；（三）虛擬實境性騷擾防治課程在「報告師長」表現上具有維持成效。根據上述研究結論，研究者對虛擬實境之性騷擾防治課程與未來相關研究提出建議，以供參考。

關鍵字

自閉症者 ； 性騷擾防治課程 ； 虛擬實境 ； 國／高中生

並列摘要

The purpose of this study was to investigate the effects of a virtual reality program on self-protection from sexual harassment in the high school students with autism. With the strengths of the autistic person, using the virtual reality with visual and auditory three-dimensional simulation space, the autistic teens could achieve the immersive learning effect with the most realistic experience. A multiple baseline across subjects of single-subject experimental design was used in this study. Three adolescent students with autism from a special school were selected as subjects, who received the three-step virtual reality teaching of the self-protection program on sexual harassment. The ＂Sexual Harassment Response Scale＂ was developed with validity and reliability to measure the learning effects during baseline, intervening, and sustaining stages. The visual analysis, inter-observer agreement, and procedure fidelity were used to analyze the outcomes of intervention, while social validity was implemented to understand whether or not such intervention improves self-protection from sexual harassment responses. The results revealed the effect of this self-protection program regarding 1. to say ＂no＂ / push away, 2. to dodge / escape from the scene, and 3. to report to the teacher. The subjects' performances did have immediate and sustaining effects. The author suggests that such intervention should be based on application of virtual reality teaching strategy for the middle school students with autism to achieve better effects on the self-protection and prevention from sexual harassment.

並列關鍵字

autism ； self-protection program on sexual harassment ； virtual reality (VR) ； junior / senior high school student

參考文獻

Alevriadou, A., & Sereti, I. (2015). Educational intervention programme in sexual education of a pre-adoloscent boy with Prader Willi Syndrome: A case study. Procedia-Social and Behavioral Sciences, 185, 98-103. doi:10.1016/j.sbspro.2015.03.438

Banire, B., Jomhari, N., & Ahmad, R. (2015). Visual hybrid development learning system (VHDLS) framework for children with autism. Journal of Autism and Developmental Disorders, 45(10), 3069-3084. doi:10.1007/s10803-015-2469-7

Brown-Lavoie, S. M., Viecili, M. A., & Weiss, J. A. (2014). Sexual knowledge and victimization in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(9), 2185-2196. doi:10.1007/s10803-014-2093-y

Costescu, C. A., Vanderborght, B., & David, D. O. (2015). Reversal learning task in children with autism spectrum disorder: A robot-based approach. Journal of Autism and Developmental Disorders, 45(11), 3715-3725. doi:10.1007/s10803-014-2319-z

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. eLearning & Software for Education, 2015(1), 133-141. doi:10.12753/2066-026X-15-020