Fitzgerald Emily, Yap Hui Kee, Ashton Charlotte, Moore Dennis W, Furlonger Brett, Anderson Angelika, Kickbush Richard, Donald James, Busacca Margherita, English Derek L
a Faculty of Education , Monash University , Clayton , Australia.
b Educational Psychology and Inclusive Education , MindSight VR , Melbourne , Australia.
Dev Neurorehabil. 2018 Apr;21(3):197-201. doi: 10.1080/17518423.2018.1432713. Epub 2018 Feb 5.
The increasing numbers of individuals diagnosed with Autism Spectrum Disorder (ASD) has foreshadowed a greater need for effective intervention procedures to aid learning.
This study compared the effectiveness of video modelling (VM) and virtual reality (VR) for teaching adults with ASD.
Using an alternating treatments design without baseline two participants completed paper folding projects of varying difficulty following exposure to either VM or VR task modelling. The rate of learning (ROL) determined treatment effectiveness.
One participant reached mastery criterion for the intermediate project on the 5th trial with both VR and VM (i.e. equal ROL). The other achieved mastery by the 6th trial of VM, but did not attain mastery in VR. Both participants reported enjoying both procedures.
The results suggest that VM was more effective than VR in facilitating learning. Implications for future research are discussed.
被诊断患有自闭症谱系障碍（ASD）的人数不断增加，这预示着对有效干预程序以辅助学习的需求更大。
本研究比较了视频建模（VM）和虚拟现实（VR）对患有ASD的成年人进行教学的有效性。
采用无基线的交替治疗设计，两名参与者在接触VM或VR任务建模后完成了不同难度的折纸项目。学习速率（ROL）确定治疗效果。
一名参与者在使用VR和VM进行第5次试验时达到了中级项目的掌握标准（即ROL相等）。另一名参与者在VM的第6次试验中达到掌握标准，但在VR中未达到掌握标准。两名参与者都表示喜欢这两种程序。
结果表明，在促进学习方面，VM比VR更有效。讨论了对未来研究的启示。
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