增强或虚拟技术在智障儿童社会交往能力培养中的应用探究

Exploration of the Application of AR/VR in the Cultivation of Social Interaction Ability of Children With Mental Retardation

在对智障儿童社会交往能力的发展特征和AR/VR技术作为教学媒体进行充分研究的基础上,在智障儿童社会交往能力培养中,可利用AR/VR技术作为教学媒体来提高教学效果。第一,利用AR/VR技术创设以智障儿童为中心的多角色参与的虚拟仿真交往情境,可以改变智障儿童学习社会交往技能的态度,扭转他们多疑、敏感的心态,促使他们主动积极地与人交往。第二,利用AR/VR技术创设适合智障儿童学习社会交往技能的虚拟仿真环境,具有将抽象的内容直观化,内在的思维外显化,让学习内容更适合智障儿童的思维特征;将连续快速的交往过程降低速度后截块化,让学习内容更适合智障儿童的小步子;将关键的交往技能分类突显化,突出感知对象,让学习内容更适合智障儿童反复感知三大优势,从而使学习内容更加适合智障儿童的思维水平和学习特征,也利于智障儿童找到适合自己的学习节奏。

Based on a full study of the development characteristics of the socialinteraction ability of children with mental retardation and of AR/VR technology as a teaching medium,the researcherbelieves that AR/VR technology can be used as a teaching medium to enhance the teaching effect in the cultivation of the social interaction ability of children with mental retardation.The specific explorationsare as follows:firstly,AR/VR technology can be used to create a virtual simulation interaction situation with multi-role participation centered on mentally retarded children,which can change the attitude of these children in learning social interaction skills,reverse their suspicious and sensitive mentality and promote them to actively interact with others;secondly,AR/VR technology is applied to create a virtual simulation environment suitable for mentally retarded children to learn social interaction skills with three advantages of"makingthe abstract content intuitive and the internal thinking explicit,so that the learning content is more suitable for the thinking characteristics of children with mental retardation;having the continuous and fast interaction processsegmented after reducing the speed so that the learning content is more suitable for the small steps of children withmental retardation;highlighting the classification of key interaction skillsto underline the perceived objectsto make the learning content more suitable for the repeated perception of children with mental retardation",so as to make the learning content more suitable for the thinking level and learning characteristics of children with mental retardation,and alsohelp themfind their own learning rhythm.