2016-VR元年後，虛擬實境結合自閉症研究之教育應用初探

A Developmental Study of Educational Indication After 2016 the VR Era Through Research of Using Virtual Reality Technology for Students with Autism Spectrum Disorders

隨著虛擬實境科技發展日益成熟，不僅帶動各領域發展，更提供傳統教育新的可能性。有鑑於虛擬實境技術在自閉症相關應用上的可行性及潛在價值，本研究主要目的在探討虛擬實境結合自閉症研究對教育的應用。本文研究採文獻分析法回顧並分析2017∼2021年34篇虛擬實境結合自閉症的研究，系統性分類國、內外文獻、透過圖表呈現研究分布狀況。結果顯示：一、美國（26%）、英國（21%）為主要虛擬實境的研究國；二、2017∼2019年為研究發展高峰，2020年後略為下降；三、整體研究方法以介入實驗（56%）最多，調查研究（6%）最少；四、研究議題以社會溝通（29%）、適應及就業技巧（21%）、VR使用（21%）為前三，感覺動作（8%）則最少；五、頭戴顯示器作為研究工具的比例上升，洞穴狀自動虛擬系統比例則下降；六、應用目標以教育發展評估（19%）、教育生理探索（9%）最少，教育介入則占多數（72%）。最後依據回顧結果，對於虛擬實境應用於自閉症教育領域提供了明晰的建議。

Along with the mature technology of virtual reality in recent years, there are much more developments in each professional field, it also impacts traditional special education significantly. We value potential applicability and possibility what virtual reality can bring to autism. In the present article, we try to answer the question about applications in educational area of using virtual reality in research with autism spectrum disorders. We review 34 papers from 2017 to 2021 and illustrate distribution in forms. Through meta-analysis, conclusion shows that about virtual reality with autism: (1) US (26%) and UK (21%) hold the most of researches; (2) from 2017, the amount of articles increase and reach a peak in 2019, but begin to decline after 2020; (3) overall, methods focus on interventional trial (56%) but not survey (6%); (4) social skill (29%) is the main researching domain, then adaptive and vocational skill (21%) , and use of VR system (21%) but sensorimotor (8%) is the least; (5) much more researches using HMD, but lessen in using CAVE in recent years; (6) it is still few papers for developmental assessment (19%) and neurophysiology (9%) contrast to intervention (72%). Finally, we discuss applications and provide some recommends about using virtual reality in educational field when facing students with autism spectrum disorders.