利用虚拟现实技术对于自闭症儿童的干预研究

发布时间：2017-12-31 08:36

本文关键词：利用虚拟现实技术对于自闭症儿童的干预研究　出处：《赣南师范学院》2014年硕士论文　论文类型：学位论文

【摘要】：本文旨在研究利用虚拟现实技术对具有自闭症的儿童进行干预的效果。主要分为理论研究和干预研究两个部分。第一部分：理论研究研究表明，，利用虚拟现实技术对具有自闭症的儿童进行干预的相关研究主要集中在国外的研究机构，国内的相关文献非常少。国外的研究方向集中在三点：1、对于虚拟环境的使用和理解；2、关于“浸入”的反应和“存在感”的感受；3、将虚拟环境中所学泛化到现实世界。相较于其他干预手段，虚拟现实技术具有一些独特的优势：1、为使用者创造舒适、安全的教育环境；2、为使用者解决多通道感觉问题；3、迎合视觉思维模式；4、能促进使用者技能的迁移；5、能增进自闭症人士的认知灵活性；6、提高自闭症人士的“心理理论”；7、为使用者提供个体化的治疗。第二部分：干预研究一、被试选取赣州市慧聪康复学校的六名儿童作为被试。二、实验设备与研究设计的选择选取《开星乐园》多感官训练课程作为实验设备。在研究设计上采用了单组设计，分别检验不同教学模式下相关数据的差异性以及同在虚拟现实技术教学模式下相关数据前后的差异性。三、数据的收集与处理 A数据的收集观测数据共分为三部分：一是老师在每次课件训练后根据结构化的评分表对儿童的表现打分；二是实验者每周一次对在干预现场的观察进行的拍摄性记录；三是单元训练的成功数，分别在第一周和两个月之后测试。 B数据的处理应用微观分析法，以3秒为一个编码单位，采用计算机编码的方式对60000秒时间段的记录信息进行分析。四、统计分析采用配对样本t检验。五、干预过程干预过程遵从着以下模式：首先对干预对象进行评估，然后建立实行干预的外部环境，最后拟定干预策略，先结合赣州市慧聪康复学校的评估结果选取6名适合的被试，在原有的场地和教师授课的情境下，分别使用传统教学法和虚拟现实技术教学两种教学模式，针对自我意识、社会认知等实施为期6个月的干预研究。六、绩效检验根据观察结果对测得数据进行配对样本t检验，结果表明，虚拟现实技术的介入使得注意行为和积极情绪都呈明显的上升趋势。干预结果表明，虚拟现实技术能够有效的吸引被试的注意力，提升他们的学习兴趣，同时相较于传统教学模式积极情绪也呈现较大幅度增长。 6名儿童在经过了两个月的练习、干预之后，单元练习成绩都出现了显著差异。七、分析总结本干预研究从理论上证明了利用虚拟现实技术对具有自闭症的儿童进行早期干预与训练的必要性和可行性。表明了只要遵循有关自闭症幼儿社会认知发展特点的规律，正确使用虚拟现实技术能有效地提高他们的自我意识、社会认知等方面的能力，促进他们的心理发展。
[Abstract]:The purpose of this study is to study the effect of virtual reality technology on children with autism. It is divided into two parts: theoretical research and intervention research.
The first part: theoretical study
The research shows that the relevant research institutions research intervention on autistic children with the use of virtual reality technology mainly concentrated in foreign countries, the domestic related literature are very rare. The overseas research focuses on three points: 1, for the use and understanding of the virtual environment; 2, on the "immersed" reaction and presence "feeling; 3, in virtual environment, the generalization to the real world.
Compared with other means of intervention, virtual reality technology has some unique advantages: 1, for the user to create a comfortable and safe environment of education; 2, feel the problem for users to solve multi channel; 3, to cater to the visual mode of thinking; 4, can promote the migration of user skills; 5, can enhance the cognitive flexibility of autistic people; 6, improve the autistic "theory of mind"; 7, to provide individualized treatment for users.
The second part: intervention study
First, the subjects
Six children from Huicong rehabilitation school in Ganzhou were selected as subjects.
Two, selection of experimental equipment and research design
Select Open Star Park and multi sensory training course as experimental equipment.
In the research and design, a single group design was used to test the difference of data in different teaching modes and the differences between them in the virtual reality technology teaching mode.
Three, data collection and processing
Collection of A data
The observation data is divided into three parts: one is the teacher in each training courseware according to the structured score on the children's performance score; two is the experimenter each week in the scene of the shooting of intervention observation records; three is the number of successful training unit, were tested in the first week and two months.
Processing of B data
Microanalysis is used in 3 seconds as a coding unit, and the recording information of 60000 seconds time period is analyzed by computer coding.
Four, statistical analysis
The paired sample t test was used.
Five, the intervention process
The intervention process complies with the following pattern: first, to evaluate the intervention object, then set up the intervention of the external environment, finally develop intervention strategies, and assessment in Ganzhou city with the rehabilitation school results of 6 selected suitable subjects, teaching at the original site and the teachers' situation, using the traditional teaching method and virtual reality two models of teaching technology, aiming at the self consciousness, intervention of social cognition lasted for 6 months.
Six, performance test
According to the observed data, paired samples t test was conducted. The results showed that the intervention of virtual reality led to a significant upward trend in attention behaviors and positive emotions.
The intervention results show that virtual reality technology can effectively attract the attention of the subjects and enhance their interest in learning. Meanwhile, compared with the traditional teaching mode, the positive emotions also show a substantial increase.
After two months of exercise, 6 children had significant differences in the performance of the unit exercises.
Seven, analysis and summary
This intervention study theoretically proved the necessity and feasibility of early intervention and training of autistic children using virtual reality technology. That as long as according to the characteristics of cognitive development of children with autism society rules, the proper use of virtual reality technology can effectively improve their self-awareness, social cognitive ability etc. and to promote their psychological development.

【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G76

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