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The Effects of Virtual Reality on the Training of Food Preparation Vocational Curriculum for Students with ASD in the Vocational High School
vocational high school
students with autism spectrum disorder
food preparation curriculum
effects on the training of food preparation
Food preparation is one of the core training curriculums in the vocational school. The improvement of food preparation skills is not only beneficial for students with ASD to strengthen their employment skills, but also to improve their independent living ability, promote leisure activities and social integration. The related research on food preparation training mainly focused on intellectual disabilities, most of which were based on pictures or videos, while few of them focused on virtual reality. However, the simulation and interaction of 3D animation in virtual reality correspond with the visual learning characteristics of ASD, and it is more beneficial to students with ASD to improve their skills through interaction with the real-life situation. Therefore, this study focused on training students with ASD to prepare food with immersive virtual reality equipment. The purpose of this study was to investigate the effects of virtual reality technology on the training of food preparation for students with ASD from vocational high school. A single-subject research method for multiple probe across subjects design was used. The participants of this study were three tenth-grader students with ASD in vocational high school. Through the virtual reality on the training program of food preparation vocational curriculum, the participants were involved in the curriculum for two weeks, five times a week, and sixty minutes each time. The data of the average percentage steps of correct responses and the average completion time on the food preparation of the three participants in each experimental stage were collected. Then, visual analysis and simplified time-series analysis were used to investigate the effects of food preparation training after the intervention of training curriculum. The results of this study, after the intervention of virtual reality training curriculum, the average percentage of correct responses in the food preparation steps was improved, and the effects were still retained after the intervention withdrew. Although the average completion time in the food preparation steps was improved, the simplified time-series analysis was not statistically significant. The intervention effects were nonsignificant, but the effects were retained after the intervention withdrew. According to the results of this study, further suggestions were about the teaching units and time planning, applicable conditions of teaching objects, and teaching strategies of students with ASD in virtual reality learning, which were proposed as reference for future studies and instructions.
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