Abstract Book of the 8th International Conference on Innovative Research in Education
Year: 2025
[PDF]
Exploring the Learning Outcomes of Virtual Reality Social Courses for Elementary School Students with Autism in Taiwan: A Teacher’s Perspective
Chia-Chi Yeh, Ying-Ru Meng
ABSTRACT:
This study employs virtual reality (VR) technology to teach students with autism, observing their learning progress and tracking the subsequent impacts of the instruction through feedback from primary caregivers and teachers. This study since 2018, this program has gradually recruited high-functioning autistic students in Taiwan for social skills training, with three phases completed and a total of 36 participating students. Using a quasi-experimental design, each student underwent 6-8 VR courses focusing on crisis management skills and basic social skills. Data were statistically analyzed using the “Social Skills Performance Rating Scale,” “Social Skills Effectiveness Survey,” “School Teacher Social Skills Assessment Form,” and “5C Competency Intention Scale” scores. The benefits of VR courses for autistic students were evaluated based on their performance during instruction and the statistical analysis of their subsequent assessment scores.
Final Findings: 1. The virtual reality (VR) courses effectively enhance social skills performance, particularly in self-regulation and interactions with the environment. 2. Parents and teachers acknowledge and positively support using VR in teaching. 3. Changes in teaching methods and their effectiveness may reduce the limitations of cross-regional learning. 4. Students exhibited stronger-than-expected emotional attachment to the course scenarios, necessitating the creation of appropriate farewell settings to alleviate their dependency.
Keywords: high-functioning autism, social skills, virtual reality, special education, emotional attachment