虛擬實境應用於智能障礙學生職業技能之訓練

Virtual reality (VR) has been applied in various fields recently, past studies haveshown that VR can improve vocational skills for persons with disabilities. How to apply new technologies to promote the learning of vocational skills for persons with intellectual disabilities (ID) is the focus of special education. Therefore, the purpose of this research is to design an easy-to-use version of the "Kitchen Assistant-Vegetable VR system” for students with ID, and to compare the performance between tradition version and the easy-to-use one. We also explored a learning model for students with ID using VR system to learn vocational skills. 37 students with ID, with the average WISC-Ⅳ score 52.89, participated in this study. 17 were males and 20 were females, and the age between 17 and 19 with a mean of 17.7. The easy-to-use version of the VR system is designed to meet the learning needs of students with ID, and it has the following adaptions, including adding verbal cues, simplifying the operation, and providing video. The results indicated that about 50% students evaluated this VR system is usable by using the System Usability Scale (SUS). However, the other 50% students did not consider the VR system is easy to use. The main reason may due to the VR system needs to be setup before entering the game, the students with ID have the difficulties in the setting up process. Therefore, they gave the lower scores in the SUS. When comparing the performance of the students with ID in two VR versions, the students spent less time and had higher accuracy rates in the easy-to-use version , but there were not significant difference between these 2 versions.We also compared the performance of the students in these 2 trails. The result showed that the students had better accuracy rates and spent less time in the second trails. In addition, A VR learning model, based on TAM, for students with ID was explored. The results found that the perceived usefulness and perceived ease of use can explain 76.6% of intention to use the VR system. The IQ, movement dexterity, visual motor integration of students with ID and the intention to use can explain 26.8% of the operation time. Since the sample of this study was too small, the constructed structural equation model is limited. In the future, the research team will continue to recruit subjects to collect more data to construct a more stable learning model. In addition, the research team will continue to collect different diagnosis of students with disabilities to understand the VR learning mode of students with different diagnosis From this study, it can be seen that the performance of the students with ID has been significantly improved after practice. However, whether the skills learned from the virtual environment can be transferred to the real environment remains to be explored. In the future, the research team expects to compare the learning effects among the different training modes, including traditional skill training and blending traditional and VR training.