Through the drawing style and presentation of virtual reality scenes and characters, observe students' reactions and acceptance of the learning process. The teaching object is 20 elementary school students with autism. The teaching years are 2019 and 2022, respectively, each teaching time is about 30~40 minutes, 1-2 times a week, and the introductory course students receive eight times. Students in unexpected situations course accepted six times. The research method is a quasi-experimental design combined with semi-structured interviews, and the analysis methods are descriptive statistics and t-tests. The research results from "learning behavior," "learning effect," and "Design of the virtual scene." We find that students' learning behavior includes: 1. Environmental familiarity affects self-attitude; 2. The student's increased dependence on virtual characters. The performance of students' learning outcomes includes: 1. The social skill performance items of basic tasks in this course have increased, but the tasks of unexpected situations have increased slightly; 2. "Primary and Secondary School Social Skills Behavior and Character Scale (SSBCS)" was tested after implementing the basic tasks. It found that inappropriate social skills behaviors of students' were significantly improved, but after the execution of the unexpected task, has no noticeable improvement; 3. "Accommodating the environment" in the "Social skills effectiveness survey" is the item that has improved the most in basic tasks. In unexpected situations, "Accommodating with oneself" has improved significantly. Design of virtual scene: Students with autism will be unable to adapt to the problem due to switching the screen.

Authors:
Chia Chi Yeh, National Tsing Hua University, Taiwan
Ying‑Ru Meng, National Tsing Hua University, Taiwan

About the Presenter(s)
Ms Chia Chi Yeh is a University Doctoral Student at National Tsing Hua University in Taiwan

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