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.
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.
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.
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.
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.
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.
Teaching Practice Research Programme / Ministry of Education
How to Let Woodworking Students Fall in Love with Human Factors Engineering - Teaching Concepts of Horizontal Linking of Theory and Technology through "Analogical Design" and "Practical Work in Units"
| 2023–2024 |
Human Factors Engineering, a theoretical course, poses a challenge for first-year students in furniture and carpentry who prefer "practical operation." The traditional human factors concept seems disconnected from "furniture production practice," hindering application. To address this, the project aims to integrate "Human Factors Engineering" theory with "Furniture Production Practice," fostering a "theory and practice" combination. The complexity of "furniture production practice" for freshmen necessitates simplification and unitization. Using "analog design" and "unit practice," the project plans to horizontally link "theory and technology practice" concepts. Employing "S-shaped group assignment" and "role task design," 30 freshmen will simulate "factory employees" with assigned responsibilities in a furniture factory. Analogous units corresponding to furniture production concepts will facilitate the understanding of human factors engineering concepts. This approach seeks to strengthen the connection between human factors theory and furniture production practice, enhancing the correlation between theory and practice.
Applying Distance Technology Guidance and VR Technology Solve the Teaching Difficulty of Furniture Technology Implementation Course during the Epidemic
| 2021–2022|
With the onset of the COVID-19 pandemic, "distance learning" has become the primary solution for education. However, this poses challenges for "hands-on technical" courses. To address this, the project introduces "remote technical guidance" using VR technology. Combining "distance learning" and "dual-instructor live teaching," the approach involves real-time online participation, with theoretical instructors and technical experts using VR to demonstrate virtual machine operations. Students assume roles and interact with instructors, gaining insights into furniture production processes, machining procedures, and quality control. This innovative method aims to overcome pandemic-related educational challenges, focusing on 29 students in the "Overseas Furniture Woodworking Industry Training Program." The research assesses the effectiveness of "remote technical guidance" and "grouping and task allocation" through experimental design, examining learning models, behavioral changes, and technical aspects. The findings suggest that this approach not only addresses pandemic-induced teaching difficulties but also prepares students for "remote technical guidance" in future overseas employment scenarios, enhancing their practical skills.
Applying VR Interactive Technology for Woodworking Students in Vocational Training of the Batch Furniture Production and the Processing Tasks and Operating Procedures
| 2019–2020|
Furniture woodworking vocational schools predominantly rely on traditional manual training, resulting in students lacking comprehensive knowledge of furniture production workflows and strategies. To address this, VR technology is employed to simulate furniture production lines in a Vietnamese factory. Thirty-one freshmen majoring in furniture and woodworking participated in the study, with the experimental group undergoing VR training. Results indicate that VR-trained students exhibited improved judgment in understanding batch furniture production concepts and processing tasks on the production line. This highlights the effectiveness of applying VR technology in vocational training for batch furniture production lines.
Applied of augmented reality technology to the innovative teaching field and technology implementation of traditional furniture and woodworking students in furniture production courses
| 2018–2019|
In the "Overseas Furniture Woodworking Training Course" at NTUT, teaching digital manufacturing and CNC processing is crucial. However, spatial constraints limit hands-on experience with CNC machines. To address this, AR technology is proposed for CNC machine operation simulation. Using personal tablet PCs, students can simulate two-stage operations in the factory classroom and on the CNC machine. AR overlays virtual 3D workpieces on the physical CNC machine, addressing space constraints and allowing hands-on learning. This approach not only tackles interrupted processing but also enhances understanding of the relationship between workpieces and CNC machines.