食物製備是學校職業訓練核心課程之一，食物製備技能提升不僅利於自閉症學生強化就業技能，同時提高獨立生活能力、促進休閒活動及社會融合。相關食物製備訓練研究探討以智能障礙為大宗，多數透過圖卡或影像式來進行教學，少有研究以虛擬實境為介入方式。然而，虛擬實境中立體動畫的擬真性及互動性，符合自閉症視覺化學習特性，並透過與自然情境的融合互動有利於技能類化到實際情境。因此，本研究以自閉症學生為研究對象，嘗試以沉浸式虛擬實境設備進行食物製備訓練。
本研究旨在探討虛擬實境應用於技術型高中自閉症學生食物製備職業課程之訓練成效。採單一受試法之跨受試多探測設計，以三位技術型高中一年級自閉症學生為受試對象。透過虛擬實境於食物製備職業訓練課程方案，進行為期兩週，每週五次，每次六十分鐘的課程介入，並藉由食物製備技能評量表，蒐集三位受試對象各實驗階段之食物製備步驟完成平均正確率及平均完成時間資料，輔以視覺分析及Ｃ統計分析結果，以瞭解訓練課程介入後對食物製備訓練之成效。
研究結果顯示，虛擬實境訓練課程介入後有提升食物製備步驟完成平均正確率，在撤除介入後仍具保留成效。在食物製備步驟平均完成時間雖有進步趨勢，但Ｃ統計未達統計顯著，立即成效不佳，而在撤除介入後亦有保留成效。
最後根據研究結果，提供教學單元及時間規劃、教學對象適用條件及自閉症學生在虛擬實境學習的教學策略等相關建議，作為未來研究與教學參考。

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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