整合功能性動作訓練課程與虛擬實境科技於技術型高中自閉症學生職業訓練之應用

Special education was integrated with interdisciplinary educational methods and assistive technologies to assist students with disabilities in learning vocational skills, in order to obtain employment successfully and achieve the goal of self-reliance. The usability of virtual reality (VR) for vocational students with autism spectrum disorder (ASD) was uncommon. The improvement of food preparation skills is not only beneficial for students with ASD to strengthen their employment skills, but also to improve their independent living ability. The purpose of the first experiment 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 showed that perceived usefulness of students with ASD has a positive relationship with behavioral intention. The higher perceived usefulness, the higher behavioral intention of using VR; 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. The cognitive load of students with ASD with intellectual disability was not related to behavioral intention, and the cognitive load of students with ASD without intellectual disability had a negative relationship with behavioral intention, which means that the higher cognitive load of students with ASD, the lower behavioral intention of using VR to learn vocational skills. There were significant differences in cognitive anxiety among different levels of intelligence. There was a negative relationship between cognitive anxiety and behavioral intention of students with ASD without intellectual disability. It was suggested that the scope of research or the easy-to-read version of questionnaires could understand the usability of VR learning for students with ASD at different learning stages or cognitive levels in the future. The second study used virtual reality (VR) for participants to practice embodied visual learning, and to explore if the VR application can be more beneficial to improve their skills. A single-subject research method for multiple probe across subject design was used. The participants of this study were three tenth-grader students with ASD in a vocational high school. Through the virtual reality on the training program of food preparation vocational curriculum, the participants were involved in the curriculum for two weeks, five times per week, and sixty minutes each time. The data of the average percentage of procedural accuracy is 51.01% by Subject A and 81.11% by Subject B, as well as 74.25% by Subject C. The results of this study indicated that the average percentage of procedural accuracy in the food preparation steps was improved, and the effects were still retained after the intervention withdrew. Although the average completion time in the food preparation steps was improved, the simplified time-series analysis was not statistically significant.