建置虛擬實境教學系統輔助國小自閉症學生學習社會技巧之初探

由於醫療及教育診斷系統的日趨完整，我國確診之自閉症學生人數逐年攀升，而自閉症學生在社會技巧、抽象及理解等認知能力皆有極大缺陷，因此如何讓自閉症學生能快速理解周遭環境並融入社會互動概念是首要任務。　　過去已有許多研究將虛擬實境應用在身心障礙學生的早期療育與教學上，其中不乏自閉症類別，但由於我國將虛擬實境應用在自閉症學生社交場合之研究較少且目前仍為選項問答方式，僅讓學生進入虛擬實境中選擇較為正確或適合之選項，與國外透過虛擬實境讓自閉症學生擁有開放式問答情境及實際操作之經驗差異甚大。　　基於上述，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「身心障礙相關之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，擁有更多機會練習各種場合之應對進退與待人接物，提升其社交能力和技巧。　　本研究分成兩階段進行，第一階段為預試，選取10名高功能自閉症學生，採準實驗設計法之單組前後測設計(one-group pretest-posttest design)，介入為期8週，每週1次，每次40分鐘，觀察虛擬實境教學基線期、介入期、維持期之變化，並以該結果作為正式教學系統執行之修正依據。第二階段為正式施測，透過準實驗設計法之不等組實驗設計(the nonequivalent pretest-posttest control group design)選取16名國中小高功能自閉症學生，將其分為8名自第1至4週先接受實驗教學之實驗組學生與8名於第5至8週才接受實驗教學之對照組學生進行比較，每週1次，每次40分鐘，檢視虛擬實境教學之介入是否有效提升自閉症學生之社交技巧。正式施測發現，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。

關鍵字

虛擬實境；高功能自閉症；社會技巧；社會故事

並列摘要

Due to the medical treatment and the educational diagnosis are gradually full, the number of confirmed cases of students with Autism is rising in Taiwan. There are not only serious deficits in social skills but also tremendous lack of understanding of abstract and cognitive concepts. Therefore, the concept of how to let students with Autism can quickly understand the environment they are being in and fit in the social interaction is the primarily misson. There were many researches applied virtual reality on the early rehabilitation and teaching of students with physical and mental disabilities, students with Autism were one of them, too. Owing to the lack of researches of applying virtual reality on students with Autism in social interaction cases, and the type of researches is only in Question-Answer style which let students with Autism enter the virtual reality to choose the proper or better choice in the social interacting situation. This has very big differences from the researches abroad which let the students with Autism own the style of open answer and experiences of real interaction. Based on the viewpoints above, the main topic of this research is to exempt the students with Autism from the deficit of non-visual thinking through virtual reality teaching, using “an art tour with classmates” as the topic of story to pair with the main ideas of teaching in Social Skills Curriculum Outline for Disabilities-Related Special Needs Areas in 12-year National Educational Curriculum to develop four virtual reality teaching systems. Hoping to let students with Autism can be more close to the real situation and have more chances to practice how to interact with people in every kinds of situation, and then promote their social skills. This study was conducted with quasi-experimental design method, a total of 16 students participated in the virtual reality teaching, after 8 weeks of virtual reality teaching found that the students in the school's social interference behavior significantly reduced, in the teaching effect, the effect of virtual reality teaching is better than the effect of traditional paper teaching (picture book of social skills teaching), This can be learned by the students of the first to four-week experimental group and the students in the control group with significant differences in teaching effectiveness. In addition, we found that students have made more significant progress in schools through the "Active Interaction" and "Integration into The Group" program after teaching through virtual reality courses. Finally, parents think that the biggest change in the students is the adaptability of the environment, that is, the "environment" part has a more obvious effect.