Li Li, Zhu Xiao, Wan Sixuan, Wang Luwei, Pan Ling, Peng Shixin, Chen Jingying
School of Art and Design, Wuhan Polytechnic University, Wuhan, 430023, China.
Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, 430079, China.
Sci Rep. 2025 Aug 17;15(1):30102. doi: 10.1038/s41598-025-08224-7.
This study investigated the effectiveness of daily living skills intervention training for children with autism in a virtual campus setting. First, six children with autism (age M = 10.50, SD = 2.22) participated in a 4-week experiment totaling 8.4 h. The effectiveness of the virtual school environment and the daily living skills intervention were used as indicators during data collection and processing. In addition, a series of 3D environments based on daily life were constructed using SketchUp Pro 2021, which were converted to virtual environments using Unreal Engine 4. The HTC Vive external headset facilitated intervention training for children with autism. Most importantly, the results demonstrated the effectiveness of interactive domains such as grabbing bread in a cafeteria environment, making a phone call in front of a school, and switching lights and picking up a book in a library environment, where participants showed significantly higher levels of performance (p < 0.05). Scores on the Social Communication Questionnaire (SCQ) for children with autism (M = 19.33, SD = 4.18) were lower than baseline values (M = 22.83, SD = 4.79), while scores on the Social Skills Questionnaire (SSQ) (M = 26.17, SD = 3.97) were higher than baseline values (M = 20.00, SD = 2.28), suggesting that the overall social effectiveness of the participants following the intervention improved (p < 0.05). In conclusion, the statistical analysis showed that participants who received the intervention had significantly improved daily living skills such as grabbing bread, making phone calls, changing lights, and picking up books.
本研究调查了在虚拟校园环境中对自闭症儿童进行日常生活技能干预训练的有效性。首先，六名自闭症儿童（年龄M = 10.50，标准差SD = 2.22）参加了为期4周、总计8.4小时的实验。在数据收集和处理过程中，将虚拟学校环境和日常生活技能干预的有效性作为指标。此外，使用SketchUp Pro 2021构建了一系列基于日常生活的3D环境，并使用虚幻引擎4将其转换为虚拟环境。HTC Vive外部头戴式设备为自闭症儿童的干预训练提供了便利。最重要的是，结果表明在自助餐厅环境中抓取面包、在学校前打电话、在图书馆环境中开关灯和拿起书本等交互领域具有有效性，参与者在这些方面的表现水平显著更高（p < 0.05）。自闭症儿童的社交沟通问卷（SCQ）得分（M = 19.33，标准差SD = 4.18）低于基线值（M = 22.83，标准差SD = 4.79），而社交技能问卷（SSQ）得分（M = 26.17，标准差SD = 3.97）高于基线值（M = 20.00，标准差SD = 2.28），这表明干预后参与者的整体社交有效性有所提高（p < 0.05）。总之，统计分析表明，接受干预的参与者在抓取面包、打电话、开关灯和拿起书本等日常生活技能方面有显著改善。
