Inclusion of third-person perspective in CAVE-like immersive 3D virtual reality role-playing games for social reciprocity training of children with an autism spectrum disorder
Inclusion of third-person perspective in CAVE-like immersive 3D virtual reality role-playing games for social reciprocity training of children with an autism spectrum disorder
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将第三人称视角融入类似 CAVE 的沉浸式 3D 虚拟现实角色扮演游戏中，用于自闭症谱系障碍儿童的社交互惠训练
DOI：
10.1007/s10209-020-00724-9
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发表时间：
2020
影响因子：
2.4
通讯作者：
Chien
中科院分区：
文献类型：
--
作者：
Wei;I.;Chien
本研究旨在提高自闭症儿童正确识别情绪的能力。我们使用第三人称视角角色扮演游戏 (TPP-RPG) 方法来教授社交技能，并帮助加深对六种基本情绪的理解。实验分为两个阶段：第一个阶段涉及传统的图卡情感识别，第二个阶段涉及受试者进入3D洞穴自动虚拟环境（CAVE）进行互动游戏。传统显卡是代表人类六种基本情感之一的静态图片，而类似CAVE的沉浸式3D角色扮演游戏的虚拟现实可以利用实际图片场景合成加上3D角色的动画来表达情感。参与的孩子们被指示用（1）三维（3D）虚拟角色动画进行角色扮演，并观察（2）两个不同的实时可切换角色扮演动画，其中自己和对方进行社交互动。这项单受试者研究基于多基线、跨受试者设计，涉及 5 周的 TPP-RPG 训练干预。从这项研究活动中，我们发现，与基线水平相比，所有三名参与者的角色扮演表现在干预阶段均大幅提高，并且在维持阶段仍显着较高。
The present study aimed to improve the ability of children with autism to recognize emotions correctly. We used our third-person perspective role-playing game (TPP-RPG) method to teach social skills and help develop an improved understanding of the six basic emotions. The experiment was divided into two phases: The first involved working with traditional figure card emotional recognition and the second involved a subject entering a 3D cave automatic virtual environment (CAVE) to engage with interactive games. While the traditional graphic card is a static picture that represents one of the six basic human emotions, the virtual reality of CAVE-like immersive 3D role-playing games enables the use of actual picture scene syntheses plus the animation of 3D characters to express emotions. The participating children were instructed to role-play with (1) three-dimensional (3D) virtual role animations and observe (2) two different real-time switchable role-play animations of themselves and their counterpart socially interacting. This single-subject study was based on multiple-baseline, across-subject design and involved 5 weeks of TPP-RPG training intervention. From this research activity, we found that the role-play performance of all three participants rose substantially during the intervention phase and remained significantly higher in the maintenance phase compared to their baseline levels.