Applying Share A/VR technology to develop Empathy in children with Autism Spectrum Disorder by peer cooperation and collaborative games​ | 2022–2024 | 

Children with autism spectrum disorder often struggle with impaired social communication and deficits in social reciprocity behavior, impacting their crucial development of empathy and interpersonal skills. Research indicates difficulties in understanding others' intentions, behaviors, and metaphors, hindering their engagement in social interactions and collaborative games with peers. In autism research, social skills training, particularly in empathy, has been challenging. Previous methods, such as video modeling and role-playing, focus on external behaviors, leaving internal social cognition unchanged. This study aims to use shared A/VR technology, peer cooperation, and collaborative games to enhance empathy in children with autism. Game designs will incorporate social intentions, fostering empathy through peer cooperation and collaboration. The research, aims to explore the effectiveness of Share A/VR technology and collaborative games in helping autistic children develop appropriate social reciprocity and behavior. The study uses a Multiplex-baseline design, recording observations through the Social Responsiveness Scale (SRS) and Micro-behaviors for video (MBV) coding.

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A Study on Using A/VR Technology with Computational Thinking Games and Theatre-Based Game Strategy on Improving Social Skills Training of Children with Autism | 2020–2022 | 

Individuals with Autism Spectrum Disorder (ASD) face challenges in social interactions due to communication disorders and behavioral issues. This difficulty stems from their struggle to interpret discourse, body language, and abstract concepts, hindering social relationships. Current interventions, focusing on teaching strategies and skills training, often lack engagement for individuals with ASD, affecting their attention and interest in social learning. Recent advancements in media technology, particularly Augmented Reality (AR), show promise in addressing these challenges. AR techniques, such as table games and role-playing, leverage visual learning strengths. However, AR often lacks clear instructional guidance, impacting individuals with ASD's understanding of game content and underlying social concepts. This study proposes using AR technology with "computational thinking" interactive mode to intervene in social skills training for children with ASD. The goal is to create an interactive learning framework for AR games through "sequential programming." The study explores the effectiveness of this innovative intervention in enhancing social reciprocity skills in children with ASD.

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Research on Augmented Reality Based as Training System for Promoting the Social Skills of children with Autism 

| 2018–2020 |
In a two-year plan, we leverage Augmented Reality (AR) and Virtual Reality (VR) technology to develop innovative social interaction and communication training for children with autism. The goal is to address their challenges in understanding nonverbal social cues. The first year focuses on integrating AR with a concept map (CM) strategy, allowing children to visualize social scenarios in a tabletop role-play setting. In the second year, an immersive AR or VR interactive role-play approach enhances their understanding of interactive situations and communication skills. To strengthen data, the second year includes randomized clinical trials (RCTs) with professional facial expression analysis software (FaceReader™). This comprehensive strategy aims to improve social skills through engaging and evidence-based interventions.

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