虛擬實境於技術型高中自閉症學生職業技能可用性之研究

探討應用虛擬實境於技術型高中自閉症學生職業技能的可用性，以科技接受模式、認知負荷與認知焦慮理論為基礎，以知覺有用性、知覺易用性、認知負荷、認知焦慮與系統提示作為問卷構面，由自閉症學生體驗虛擬實境語音版與字幕版的切小黃瓜任務後填寫問卷，回收40份有效問卷，以Spearman等級相關係數檢驗知覺有用性、知覺易用性、認知負荷、認知焦慮與提示模式對行為意圖之關係。結果自閉症學生知覺有用性與職業技能行為意圖達正向關係，知覺有用性越高，使用VR學習職業技能的行為意圖越高；知覺易用性與職業技能行為意圖達正向關係，知覺易用性越高，使用虛擬實境學習職業技能的行為意圖越高；不同智力水準認知負荷達顯著差異，合併智能障礙的自閉症學生認知負荷與行為意圖無相關，未合併智能障礙的自閉症學生為負向關係；不同智力水準認知焦慮達顯著差異，合併智能障礙的自閉症學生認知焦慮與行為意圖無相關，未合併智能障礙的自閉症學生認知焦慮與行為意圖為負向，即認知焦慮越高，應用虛擬實境學習職業技能行為意圖越低；自閉症學生系統提示模式與行為意圖為正向，合併智能障礙的自閉症學生偏好語音旁白與字幕之提示模式，未合併智能障礙的自閉症學生偏好藍色閃爍與字幕的提示模式。

關鍵字

虛擬實境；可用性；科技接受模式；認知負荷；認知焦慮

並列摘要

The usability of virtual reality (VR) for vocational students with autism spectrum disorder (ASD) was uncommon. The purpose was to evaluate that these students adopt the theories of technology acceptance model, cognitive load, cognitive anxiety, and take perceived usefulness, perceived ease of use, cognitive load, cognitive anxiety and system prompts. Students with ASD took the task of cutting cucumber in the VR voice version and the VR subtitle version respectively and filled out the questionnaires. The results of the study showed that perceived usefulness of students with ASD has a positive relationship with behavioral intention. The positive relationship between perceived ease of use and behavioral intention, the higher perceived ease of use, the higher behavioral intention of using VR. The cognitive load of different levels of intelligence had reached significant differences. There were significant differences in cognitive anxiety among different levels of intelligence. The cognitive anxiety of students with ASD with intellectual disability was not related to behavioral intention. The system prompt mode of students with ASD had a positive relationship with behavioral intentions, but the system prompt modes of different intelligence levels were different. The students with ASD with intellectual disabilities preferred voice narration and caption description prompt modes, and the students with ASD without intellectual disabilities preferred blue flashing and caption description mode.

並列關鍵字

virtual reality ； usability ； technology acceptance model ； cognitive load ； cognitive anxiety

參考文獻

朱惠甄、孟瑛如(2014)。資訊科技融入特殊教育現況與趨勢探討。特教論壇，17，52－71。〔Chu, Hui-Chen, & Meng, Yin-Ru (2014). The current situation and development tendency of integrat- ing technology into special education. Special Education Forum, 17, 52-71.〕https://doi.org/10.6502/SEF.2014.17.52-71

吳瑞源、吳慧敏(2008)。動畫教材之學習者控制播放模式與多媒體組合形式對學習成效與學習時間影響之研究。師大學報：科學教育類，53(1)，1－26。〔Wu, Ruei-Yuan, & Wu, Huei-Min (2008). The impact of animated instructional material’s learner control modes and multimedia modality combinations on learning effectiveness and learning time. Journal of National Taiwan Normal University: Mathemat- ics & Science Education, 53(1), 1-26.〕https://doi.org/10.6300/JNTNU.2008.53(1).01

李淑玲(2012)。虛擬實境體感互動遊戲對腦性麻痺幼童數數教學之行動研究。臺中教育大學學報：教育類，26(2)，25－49。〔Lee, Shwu-Ling (2012). Gesture-based learning with virtual reality on teaching counting ability for children with cerebral palsy: An action research. Journal of National Taichung Education University: Education, 26(2), 25-49.〕 https://doi.org/10.7037/ JNTUE.201212.0025

林鋐宇、劉國政、張文典、洪福源(2012)。特殊需求學生之注意力表現探究。身心障礙研究，10(3)，179－195。〔Lin, Hung-Yu, Liu, Kuo-Chemg, Chang, Wen-Dien, & Hong, Fu-Yuan (2012). A study on attention performance of students with special needs. Journal of Disability Research, 10(3), 179-195.〕https://doi.org/10.30072/JDR.201209.0002

洪榮昭、詹瓊華(2018)。共變推理遊戲：遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊，63(3)，131－162。〔Hong, Jon-Chao, & Chan, Chiung-Hua (2018). Game performance in covaria- tion reasoning: The correlates between gameplay self-efficacy, and metacogni- tion reflected gameplay anxiety and gameplay interest. Journal of Research in Education Sciences, 63(3), 131-162.〕https://doi.org/10.6209/JORIES.201809_63(3).0005

主題瀏覽