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

The usability of virtual reality (VR) for vocational students with autism spectrum dis-order (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.