Graduate Student Thesis
Research on the Concept of Biophilic Design of Planting Activities to Promote Social and Lifestyle Changes of the Elderly
李雅茹 以親生物性概念設計植栽活動促進高齡者社交及生活型態改變之研究
This study explores how biophilic design can be applied to plant-growing activities to promote social interaction and lifestyle change among older adults. As many older adults in Taiwan tend to spend most of their time indoors, with limited contact with nature and reduced social engagement, the project developed a series of gardening-based activities combined with take-home tasks and online group sharing. Through growing, observing, and discussing plants, participants were encouraged to connect with nature, interact with family and peers, and gradually shift from passive indoor routines to more active and socially engaged lifestyles. The results suggest that biophilic planting activities can help reduce loneliness, increase social participation, encourage outdoor and community involvement, and improve overall well-being and quality of life in older adults.
Apply Embodied Experience Mapping and Asymmetric Virtual Reality to Enhance Empathy in Children with Autism Spectrum Disorder
翁宇平 運用具身經驗映射結合非對稱式虛擬實境技術以提升自閉症譜系障礙兒童之同理心研究
This study developed an embodied, asymmetric VR-based dyadic game system to enhance empathy and perspective-taking in autistic children, addressing limitations of traditional imitation-based interventions. Through collaborative tasks involving language, physical enactment, and symbolic interpretation under asymmetric information conditions, participants were encouraged to infer others’ intentions and viewpoints. A multiple-baseline design with five autistic children showed preliminary improvements in perspective-taking, symbolic reasoning, and role understanding, suggesting that embodied VR interaction is a promising approach for supporting social cognition and empathy development.
Applying Augmented Reality-Based Tangible Dual-Player Emotional Toys to Enhance Emotional Perception and Expression in Children with Autism Spectrum Disorder
林家豪 應用擴增實境技術結合雙人情感遊具於泛自閉症兒童情緒感知與表述能力之研究
This study developed and evaluated a multisensory AR-based dyadic play intervention to improve emotional awareness and expression in autistic children, addressing a gap in traditional approaches that emphasize behavioral imitation over internal emotional processing. Grounded in metacognitive embodied learning, the intervention combined augmented reality, tangible objects, vibrotactile feedback, and symbolic play to help children connect bodily sensations with emotional understanding and expression. Using a single-subject multiple-baseline design, four autistic children aged 8–9 participated across baseline, intervention, and maintenance phases. Preliminary findings showed improvements in emotional recognition, symbolic emotional vocabulary, and perspective-taking, suggesting that multisensory AR-supported play may offer a promising, developmentally grounded approach for fostering emotional competence in therapeutic and educational contexts.
Research on the Application of Virtual Reality Technology Combined with Multisensory Stimulation in the Shopping Behavior of the Elderly
康銘維 應用虛擬實境技術結合多感官刺激於高齡者生活購物行為之研究
This thesis investigates how virtual reality (VR) combined with multisensory stimulation can support older adults’ shopping behavior and daily independence by training three key cognitive functions: memory, executive function, and spatial cognition. Framed around realistic supermarket tasks, the study developed an immersive VR shopping system that integrates visual, auditory, and olfactory cues to simulate everyday purchasing activities in a safe and engaging environment. Compared with traditional card-based training, the VR intervention showed stronger improvements in cognitive performance, reduced navigation errors and wandering during shopping tasks, lowered cognitive load, and received positive user acceptance. Overall, the study suggests that multisensory VR training can serve as an effective non-pharmacological approach to help older adults maintain functional abilities, improve shopping-related self-care skills, and enhance quality of life.
A Study on Exploring the Needs of Older Adults for Social Virtual Reality Based on VR Multi-Sensory Zaltman Metaphor Elicitation Technique
邵丹 基於VR多感官隱喻啟發技術探索高齡者社交虛擬實境之需求研究
This study investigates how Social Virtual Reality (Social VR) can be designed to enhance social well-being among older adults in the context of population aging and increasing social isolation. It examines the factors influencing older adults’ acceptance of Social VR, explores their underlying social needs through a multisensory metaphor elicitation approach (ZMET), and develops user-centered design strategies through participatory methods. By integrating immersive VR technologies with multisensory and experiential research methods, the study aims to bridge the gap between older adults’ social expectations and technological solutions, ultimately proposing design guidelines for more meaningful, engaging, and accessible virtual social experiences.
Using augmented reality board games to facilitate the three-way interaction between older adults, caregivers, and counselors in dementia education research
王俐嵐 運用擴增實境桌遊以促進高齡者、陪伴者與輔導者三方互動失智症衛教研究
The study addresses the rising prevalence of dementia in our aging society, emphasizing the need for enhanced public awareness. Using augmented reality (AR) board games, the research focuses on three key groups: middle-aged and elderly individuals, their close relations, and healthcare counselors. The AR technology, integrated with a gaming script, offers a unique approach for training and improving cognitive awareness about dementia across these demographics. The results demonstrate a notable positive impact on knowledge, attitude, and behavior dimensions, highlighting the potential of AR board games for effective medical communication and education.
Research on the Application of Asymmetric VR Collaborative Games for Training Social Skills in Children with Autism Spectrum Disorder
楊宛蓁 運用非對稱式VR協作遊戲培訓泛自閉症兒童於社交技巧之研究
Children with autism spectrum disorder (ASD) face challenges in social communication, hindering their participation in daily life. Intervention and therapeutic approaches are crucial to providing structured social experiences and enhancing social skills. Virtual Reality (VR) technology, known for immersive learning experiences, holds potential in aiding ASD children's development. This study integrates cooperative learning with an asymmetric teaching strategy, using game-based activities to foster positive group relationships among children with ASD. Guided learning emphasizes teamwork, communication, and collaboration, enabling them to work with typically developing peers. Experiments on 7 to 9-year-old ASD children utilized an asymmetric VR cooperative game with "peer-mediated intervention." The game's design fosters communication, understanding, and mutual assistance, providing an interactive and entertaining virtual environment. This approach promotes the development of social skills and communication abilities, improving psychological well-being when facing social challenges.
Advanced cardiovascular life support Telemedicine Team dynamics training System using virtual reality
洪續文 應用虛擬實境技術於高級心臟救命術 之遠端協作急救策略研究
The COVID-19 pandemic disrupted traditional medical training, emphasizing the need for innovative approaches like virtual reality (VR) in advanced cardiac life support (ACLS) education. Telemedicine, particularly with VR, provides an intuitive and interactive platform for remote ACLS training. In a study involving 30 nurses, those using VR remote guidance outperformed the control group in first aid task operations, accuracy, and communication mastery. This approach enhances practical clinical skills and remote communication abilities, showcasing the potential of VR in revolutionizing medical training across various fields.
Applied Virtual Reality Technology and Sensory Stimulation in Reminiscence Design for Cognition in Elderly
潘欣庭 運用虛擬實境技術結合感官刺激於高齡長者認知功能之懷舊設計研究
This study investigates the fusion of Virtual Reality (VR) with sensory stimulation in reminiscence activities, specifically addressing mild cognitive impairment (MCI) in the elderly. The research crafts VR scenarios evoking childhood memories of courtyards and rice fields, incorporating auditory, tactile, and olfactory stimuli to augment cognitive interventions. The experiment revealed that the group subjected to added sensory stimulation showed markedly improved accuracy. This underscores the potential of merging VR with multi-sensory experiences for pioneering strategies in dementia care.
Application of VR CAVE Techniques of a vocational training system for furniture production process and quality management
萬乃斳 應用洞穴式虛擬實境技術於家具生產流程與品質管理之職業訓練研究
To address challenges in teaching furniture manufacturing caused by the shrinking solid wood furniture industry in Taiwan, the National Taipei University of Technology (NTUT) is leveraging Virtual Reality (VR) technology. With furniture companies relocating, students face difficulty observing complete production processes and outdated school facilities hinder comprehensive learning. The study employs the Cave Automatic Virtual Environment (VR CAVE) to recreate wooden furniture production, emphasizing quality management concepts. VR CAVE details each production stage, from material preparation to packaging, addressing potential quality problems. In a comparative experiment, the VR teaching group outperformed the traditional teaching group across manufacturing process sequencing, quality management, reduced cognitive load perception, and overall engagement. The findings highlight VR's effectiveness in enhancing students' understanding of furniture production processes and environments.
Comparison of Concept-Mapping Strategy Combined With Augmented Reality and Mixed Reality on Social Skills for Children With Autism Spectrum Disorders
黃郁真 概念圖策略於擴增實境與混合實境提升自閉症孩童社交技巧之成效差異
Children with Autism Spectrum Disorder (ASD) face challenges in understanding social cues and metaphors, hindering their social skills development. Traditional teaching methods struggle to engage them effectively. This study introduces concept mapping and develops CMST-AR teaching aids and CMST-MR systems using augmented reality and mixed reality for children with ASD aged 7-9. These tools aim to enhance social cognitive abilities, improve communication, and increase social reciprocal behaviors. CMST-AR aids involve observing virtual interactions, while CMST-MR systems offer direct interaction with social objects, allowing a personalized learning experience. The research involves 7 participants, implementing a multiple baseline design and multielement design. Both CMST-AR and CMST-MR interventions show positive effects on social cognitive ability, communication, and social reciprocal behaviors. Switching viewing angles enhances social skills, aiding children in imagining and integrating into social situations. Concept mapping provides a structured teaching framework, supporting their learning process.
Augmented Reality in Sequence Story Coding Game for Children with Autism to Enhance Social Skill
許琇婷 運用擴增實境技術結合序列式故事編程遊戲於自閉症孩童提升社交技巧之研究
Children with Autism Spectrum Disorder (ASD) face challenges in social skills, impacting their interactions with peers. While Social StoriesTM is a common intervention, its fixed content can limit effectiveness. This study introduces Sequence Learning, organizing social stories sequentially to enhance ASD children's understanding of social clues. Computational Thinking fosters logical problem-solving, aiding ASD children in facing social events. Augmented Reality (AR) technology, incorporated into the AR Story Coding System (AR-SCS), boosts concentration and motivation. Four high-functioning ASD children (ages 6-9) participated in the experiment. The AR-SCS positively impacted their social skills, emphasizing improved coping and observation of social situations. The study suggests that combining Sequence Learning, Computational Thinking, and AR technology enhances social skills in children with ASD, enabling better understanding and responses to social situations.
Using Augmented Reality and Virtual Reality Technology Combined with Theater-Based Game to Enhance the Ability of Symbolic Play for Children with ASD
王韡蒖 應用擴增與虛擬實境技術結合劇場式遊戲策略以提升自閉症兒童於象徵性遊戲能力之研究
This study explores the efficacy of combining theater-based games with augmented reality (AR) and virtual reality (VR) in enhancing symbolic play skills and social interactions in children with Autism Spectrum Disorders (ASD). Using a Multiple Baseline Across Participants Design, four subjects underwent a baseline, intervention, and maintenance phase. The intervention included the Augmented Reality Symbolic Play Training System (AR-SPT) and the Virtual Reality Role-Playing Situation System (VR-RPS). Results showed significant improvement, confirming the effectiveness of this approach in enhancing symbolic play skills and overall social behaviors in children with ASD.
Applying Mixed Reality Technology in Manufacturing Process of Furniture Production Line and Vocational Training Research
林郁庭 應用混合虛擬實境技術於家具生產線之製造程序與職業訓練研究
To address the limitation of students not being exposed to actual furniture production processes due to the industry's shift overseas, this study introduces an Augmented Reality (AR) and Virtual Reality (VR) teaching strategy (AVR) in conjunction with a "campus production line" teaching environment. The goal is to provide insights into both overseas mass furniture production and campus-based production. The AVR technology allows students to understand the relationship between processing tools and production procedures through AR, while the VR system immerses them in a simulated environment of actual overseas mass furniture production lines. This combined teaching strategy aims to help students grasp manufacturing and processing procedures in various furniture contexts. The experiment involved students from the Furniture Woodworking Department at the National Taipei University of Technology, with the results indicating that the AVR teaching strategy significantly enhanced students' understanding and mastery of furniture production procedures, improving their operational skills and concept structure. According to subjective feedback, students in the experimental group experienced a notable reduction in cognitive load, demonstrating the benefits of AVR technology in facilitating comprehension and increasing interest in learning.
The Study on Learning Effectiveness Analysis of Using Augmented Reality at CNC Equipment Teaching
賴柏勳 擴增實境導入數位銑床學習成效之研究
The research investigates the integration of Augmented Reality (AR) technology in teaching industrial design students about digital milling machines. With the aim of addressing deficiencies in traditional teaching methods, the study involves two phases. In the first phase, traditional teaching methods are evaluated, revealing challenges in students' understanding of spatial coordination and practical application. The second phase introduces the AR auxiliary teaching system, CNC Assistant (CNCA), designed to overcome identified problems. Results indicate that CNCA improves students' ability to recognize spatial rotation, enhances efficiency in operations, and provides a precise mapping between simulation and real locations. The system also reduces the need for physical materials and allows for flexible, cost-effective learning without time or space constraints. Overall, CNCA combines modern concepts and technology, fostering students' interest and joy in learning about digital milling machines.