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<p>Children with Autism Spectrum Disorder (ASD) often struggle with weak imagination and symbolic play skills, making it challenging for them to understand social cues from others, such as emotional expressions, implied language, and non-literal hints. These challenges often lead to confusion, misunderstandings, and inappropriate responses during social interactions, ultimately affecting communication and social engagement. Therefore, this study employs a combination of Theatre-Based Role-Playing and augmented reality/virtual reality (AR/VR) games as training strategies. We incorporated the story context of The Wizard of Oz into interactive gameplay. The research objective was to enhance the symbolic play skills and social cognitive concepts of children with ASD. This study recruited four high-functioning children with ASD, aged 7–9&#xa0;years, using multiple-baseline design across participants. The experiment consisted of three phases: a baseline phase, an intervention phase, and a maintenance phase. AR and VR games were introduced during the intervention phase for cross-training. The results demonstrate a significant improvement (<i>p</i> &lt; 0.05) in learning performance for all four participants using this game strategy. During the baseline phase, their average performance was 23.04%, which increased to 59.38% after the intervention and was maintained at 69.33% during the maintenance phase. Additionally, we utilized a Social Behavior Rating Scale to analyze the abilities of the four participants regarding five dimensions: theatre role-playing skills, symbolic play skills, game persistence, reciprocal social interaction skills, and verbal expression abilities. The results showed improvements in all five areas, with the most significant growth observed in symbolic play skills. These findings confirm the effectiveness of the game strategy in enhancing the understanding and transformation of conceptual ideas between symbolic symbols and social implications for children with ASD. This teaching strategy can improve their symbolic play skills and social reciprocity skills reflected symbolic play skills in their social interaction and responsiveness to peers.</p>

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Applying theatre-based role-playing combined with AR and VR game strategies to enhance imagination and symbolic play skills in children with autism spectrum disorder

  • 期刊论文

  • 发表日期：

    2025年3月18日

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  • I-Jui Lee,
  • Wei-Zhen Wang

摘要

Children with Autism Spectrum Disorder (ASD) often struggle with weak imagination and symbolic play skills, making it challenging for them to understand social cues from others, such as emotional expressions, implied language, and non-literal hints. These challenges often lead to confusion, misunderstandings, and inappropriate responses during social interactions, ultimately affecting communication and social engagement. Therefore, this study employs a combination of Theatre-Based Role-Playing and augmented reality/virtual reality (AR/VR) games as training strategies. We incorporated the story context of The Wizard of Oz into interactive gameplay. The research objective was to enhance the symbolic play skills and social cognitive concepts of children with ASD. This study recruited four high-functioning children with ASD, aged 7–9 years, using multiple-baseline design across participants. The experiment consisted of three phases: a baseline phase, an intervention phase, and a maintenance phase. AR and VR games were introduced during the intervention phase for cross-training. The results demonstrate a significant improvement (p < 0.05) in learning performance for all four participants using this game strategy. During the baseline phase, their average performance was 23.04%, which increased to 59.38% after the intervention and was maintained at 69.33% during the maintenance phase. Additionally, we utilized a Social Behavior Rating Scale to analyze the abilities of the four participants regarding five dimensions: theatre role-playing skills, symbolic play skills, game persistence, reciprocal social interaction skills, and verbal expression abilities. The results showed improvements in all five areas, with the most significant growth observed in symbolic play skills. These findings confirm the effectiveness of the game strategy in enhancing the understanding and transformation of conceptual ideas between symbolic symbols and social implications for children with ASD. This teaching strategy can improve their symbolic play skills and social reciprocity skills reflected symbolic play skills in their social interaction and responsiveness to peers.