擴增實境（Augmented Reality，簡稱AR）創造了一種技術，它能將電腦生成的虛擬影像資訊瞬間疊加到即時、直接或間接的現實世界環境中，以無縫的方式彌合現實與虛擬之間的差距。. 虛擬物體和真實環境的共存，使學習者能夠想像複雜的空間關係和抽象概念；其內容是在現實世界中合成的，能讓參與者在一個混合現實的合成物體中與一個2D和3D設備同步進行互動。然而，時至今日很少有關高功能自閉症患者學習漢語作為第二語言的研究討論。因此，本研究的主要目的是進一步探討 AR數位工具結合沉浸式和感官遊戲教學方法應用於高功能自閉症（HFA）漢語學習的效果。
本研究最主要為以AR 數位工具結合沉浸式和感官遊戲教學法的三合一混成教學，進一步探討將此三合一混成教學應用在高功能自閉症患者(High-functioning autism，簡稱HFA）以中文習得者之實驗效果做初步探討。本實驗以1名高功能自閉症患者中文第二語言習得者為例。經觀察及訪談母親，研究結果中顯示高功能自閉症患者(FHA)習得者在中文學習上在認知(如圖卡辨識力)與情意(如學習動機)確實有顯著的進步。希望藉由本研究能幫助更多在語言學習障礙上的學童或執教者有足夠的資訊，藉此參考在未來的學習或教學上能將 AR運用及實踐。

Augmented Reality (AR) creates a technology that instantly overlays computer-generated virtual image information onto real-time, direct or indirect real-world environments, bridging the gap between reality and virtual in a seamless manner. . The coexistence of virtual objects and real environments allows learners to imagine complex spatial relationships and abstract concepts; participants interacted with a 2D and 3D device in a mixed-reality synthetic object whose content was synthesized in the real world. However, a few studies have discussed high-functioning autistic students learning Chinese as a second language. Therefore, the main purpose of this study was to further explore the effects of AR digital tools combined with immersive and sensory game teaching methods applied to Chinese language learning in high-functioning autism (HFA).

This experiment is based on a three-in-one hybrid teaching fusion targeting one high-functioning autism who was English native speaker. The research results show that high-functioning autistic learners have indeed made significant progress in Chinese learning on cognitive factors (e.g., card recognition) and affective factors (e.g., learning motivation). Expectedly, this study can help more children with learning disabilities have enough information to refer in future learning or teaching for special needs.

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斯維亞托斯拉夫·多夫尼亞，兒童神經學家塔蒂亞娜·莫羅佐娃，臨床心理學家。2020.11取自 http://www.autismaroundtheglobe.org/countries/Russia1.asp
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