Abstract
<p class="A" style="border:none; margin-top:16px"><span style="font-size:12pt"><span style="line-height:115%"><span style="font-family:"Arial Unicode MS",serif"><span style="color:black"> <span style="font-family:"新細明體",serif">隨著虛擬實境科技發展日益成熟，不僅帶動各項領域發展，更提供傳統教育新的可能性。有鑒於虛擬實境技術在自閉症相關應用上的可行性及潛在價值，本文主要目的在探討虛擬實境結合自閉症研究對教育的應用。</span></span></span></span></span></p><p> <span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">本文以文獻分析法回顧並分析</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2017~2021</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">年</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">34</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">篇虛擬實境結合自閉症的研究，系統性分類國內外文獻、透過圖表呈現研究分布狀況。結果顯示（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">1</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）美國</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">26%</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">）、</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">英國（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">21%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）為主要虛擬實境的研究國；（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2017~2019</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">年為研究發展高峰，</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2020</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">年後略為下降；（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">3</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）整體研究方法以</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">介入實驗（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">56%</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">）最多，調查研究（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">6%</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">）最少；（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">4</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">）</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">研究議題以社會溝通</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">（</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">29%</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）、適應及就業技巧（</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">21%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）、</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">VR</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">使用（</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">21%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）為前三</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">，感覺動作（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">8%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）則最少；（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">5</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">HMD</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">作為研究工具的比例上升，</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">CAVE</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">比例則下降；（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">6</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）應用目標以教育發展評估（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">19%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）、教育生理探索（</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">9%</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">）最少，</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">教育介入則占多數（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">72%</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif"><span style="color:black">）</span></span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">。最後依據回顧結果，對於虛擬實境應用於自閉症教育領域提供了明晰的建議。</span></span></p>