增强现实技术在孤独症儿童干预中的应用研究——以词汇认知干预为例  

The Application Research of Augmented Reality Technology in the Intervention of Children with Autism——Taking the Lexical Cognitive Intervention as an Example

作　　者：陈靓影[1,2] 赵俊敏 王广帅[1] 张坤[1,2] CHEN Jing-ying;ZHAO Jun-min;WANG Guang-shuai;ZHANG Kun(National Engineering Research Center for E-Learning,Central China Normal University,Wuhan,Hubei,China 430079;National Engineering Laboratory for Educational Big Data,Wuhan Hubei,China 430079)

机构地区：[1]华中师范大学国家数字化学习工程技术研究中心,湖北武汉430079 [2]华中师范大学教育大数据应用技术国家工程实验室,湖北武汉430079

出　　处：《现代教育技术》2019年第8期86-92,共7页Modern Educational Technology

基　　金：2016年度国家社会科学基金项目“人机交互干预中孤独症儿童心理状态研究”(项目编号:16BSH107)的阶段性研究成果

摘　　要：文章旨在探索增强现实技术对改善孤独症儿童词汇认知能力的应用效果。根据皮博迪图片词汇测验修订版的测验结果,文章将28名3~10岁的孤独症儿童随机分为能力得分水平相当的两组:实验组儿童接受基于增强现实技术的教学,对照组儿童则采用传统的图片教学。结果表明,两组的干预都取得了明显的效果,但在词汇指认和词汇命名两个维度上,实验组的儿童表现得更好,这种表现与注意力的增强相关,而且实验组儿童表现出了对教学工具更高的兴趣。初步研究成果表明,增强现实应用是极具潜力的孤独症儿童认知干预材料。The paper aimed to explore the application effects of augmented reality technology on improving the lexical cognitive ability of children with autism.According to results of the Peabody Picture Vocabulary Test,28 autistic children between the ages of 3 and 9 were randomly divided into two groups with the same ability.The children in the experimental group received teaching based on augmented reality technology,while the control group received the traditional picture teaching.Results showed that the interventions in the both groups achieved significant results,while the children in the experimental group performed better in the two dimensions of vocabulary identification and vocabulary naming,and this performance was related to the enhancement of attention.It was also found that children in experimental group showed a higher interest in teaching tools.Preliminary results indicated that the application of augmented reality was highly promising cognitive intervention material for autistic children.

关 键 词：自闭症 增强现实 词语认知 

分 类 号：G40-057[文化科学—教育学原理]