Virtual Reality on Usability of Vocational Skills Learning Assessment for Students with Autism Spectrum Disorder in Vocational High School

Abstract

<p>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。</p> <p> </p><p>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 per-ceived 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 be-havioral 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 be-havioral 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.</p> <p> </p>