TWI856406B - Asymmetric virtual reality collaborative game system and training method for children with autism - Google Patents

Abstract

The present invention relates to an asymmetric virtual reality collaborative game system and a training method for children with autism. The main structure includes a task generating device capable of generating a virtual task scenario, a head-mounted VR imaging device having a first communication device, and a VR operating device having a second communication device. The virtual task scenario has at least one first field of view scene, at least one second field of view scene whose field of view is different from the first field of view scene, at least one triggering task set in the first field of view scene, at least one task clue generated by the triggering task link, and at least one target task activated by the task clue and set in the second field of view scene. In this way, autistic children use head-mounted VR imaging equipment, and trainers use VR operating equipment in conjunction with task generation devices, so that autistic children must interact with others in order to complete tasks, thereby achieving the purpose of training their social skills.

Description

Asymmetric virtual reality collaborative game system and training method for children with autism

The present invention provides an asymmetric virtual reality collaborative game system and a training method for autistic children, which provides virtual reality with different visual fields, forces autistic children to be independent, and requires them to practice expressing ideas, receiving messages, and interactive communication in order to complete tasks.

According to the report, autism is a disease caused by brain development disorders, characterized by difficulty in expressing emotions, speech, or limbs, social interaction disorders, and a clear interest in restrictive behaviors and repetitive movements. Early speech therapy or applied behavior analysis can help children with autism learn self-care, social and communication skills, but there is currently no specific treatment method. Only a few use game software or teaching aids to guide autistic children to communicate and interact.

However, when using game software or teaching aids to assist in the treatment of autism, there are the following problems and deficiencies that need to be improved:

First, the teaching aids are relatively rigid or standardized, and the effectiveness of treatment is directly related to the professionalism of the educator, and the obvious treatment intention is likely to be rejected by autistic children.

Second, more advanced game software uses VR systems for training, but it is not designed for autistic children. It is just related to reaction training or interactive training, which is difficult to arouse interest, resulting in excessive pressure and poor results during the training process.

Third, although the VR system supports multiplayer interactive game scenarios, most of them involve several people acting together, each with different abilities or a common target, but players can act independently and can complete tasks without cooperation or communication. Therefore, an interactive game for ordinary people may become a stand-alone game that can be played normally without communication if an autistic child joins.

Therefore, how to solve the above-mentioned problems and deficiencies in usage is the direction that the applicant of this invention and related manufacturers engaged in this industry are eager to study and improve.

Therefore, in view of the above-mentioned deficiencies, the applicant of the present invention has collected relevant information, evaluated and considered various aspects, and, with the years of experience accumulated in this industry, has continuously tried and modified, and finally designed this asymmetric virtual reality collaborative game system and autistic children training method that can provide virtual reality with different perspectives, forcing autistic children to be unable to rely on others and to practice expressing ideas, receiving information, and interactive communication in order to complete the task.

The main purpose of this invention is to use asymmetric virtual reality collaborative games with the same situation but different perspectives to allow autistic children to interact with others in order to complete tasks, thereby achieving the purpose of training their social skills.

To achieve the above-mentioned purpose, the main structure of the present invention includes: a task generation device capable of generating a virtual task scenario, a head-mounted VR imaging device having a first communication device, and a VR operating device having a second communication device, and the virtual task scenario has at least one first field of view scene, at least one second field of view scene having a field of view different from the first field of view scene, at least one trigger task set in the first field of view scene, at least one task clue generated by the trigger task link, and at least one target task activated by the task clue and set in the second field of view scene.

When in use, the autistic child wears a head-mounted VR imaging device, and the trainer uses a VR operating device. The connection of the task generating device generates the same virtual task scenario in the head-mounted VR imaging device and the VR operating device. The first field of view and the second field of view of the virtual task scenario are not symmetrical, and the child cannot even see the other party. The child can only communicate with the other party through the first communication device and the second communication device. The devices communicate with each other and provide designed tasks, so that autistic children must complete their triggering tasks and obtain the task clues required by the trainer in order to complete the trainer's target task. Therefore, through the necessary information sharing actions in the task, autistic children can be forced to interact with others and express their cognitive content, thereby achieving the purpose of training autistic children's social skills in a relaxed and pleasant environment.

Through the above technology, problems such as the training methods for autistic children are easily rejected due to their obvious therapeutic intentions, are not designed for autistic children and cause excessive pressure, and are easily degraded into stand-alone games for autistic children even if they are interactive games, thus achieving the practical progress of the above advantages.

1: Task generation device

2: Virtual mission scenario

21, 21a, 21b: First field of view scenes

211a, 211b: First mission item

22: Second field of view scene

221: Second mission item

3, 3a, 3b: Triggering tasks

31, 31a, 31b: Mission clues

4: Target mission

5. 5a, 5b: Head-mounted VR imaging equipment

51, 51b: first communication device

6: VR operating equipment

6V: Virtual stick

61: Second communication device

7, 7a, 7b: Children with autism

7aV:Observer

7bV:Captain

8: Training staff

8V: Virtual Trainer

8U: Gunner

The first figure is a structural block diagram of a preferred embodiment of the present invention.

The second figure is a block flow chart of a preferred embodiment of the present invention.

The third figure is a diagram of the use status of the preferred embodiment of the present invention.

The fourth figure is a schematic diagram of the first field of view of a preferred embodiment of the present invention.

Figure 5 is a structural block flow chart (I) of another preferred embodiment of the present invention.

Figure 6 is a structural block flow chart (II) of another preferred embodiment of the present invention.

Figure 7 is a virtual scenario diagram of another preferred embodiment of the present invention (I).

Figure 7A is a virtual scenario diagram of another preferred embodiment of the present invention (II).

Figure 8 is a schematic diagram of the first field of view scene of another preferred embodiment of the present invention (I).

Figure 9 is a schematic diagram of the first field of view of another preferred embodiment of the present invention (II).

Figure 10 is a schematic diagram of the second field of view of another preferred embodiment of the present invention.

In order to achieve the above-mentioned purpose and effect, the technical means and structure adopted by the present invention are described in detail in the following figure for the preferred embodiment of the present invention, and its features and functions are explained for complete understanding.

Please refer to the first and second figures, which are the structural block diagram and block flow chart of the preferred embodiment of the present invention. It can be clearly seen from the figure that the present invention includes:

A task generating device 1 is used to generate a virtual task scenario 2, and the virtual task scenario 2 has at least one first field of view scene 21, at least one second field of view scene 22 whose field of view is different from the first field of view scene 21, at least one trigger task 3 set in the first field of view scene 21, at least one task clue 31 generated by the trigger task 3, and at least one target task 4 activated by the task clue 31 and set in the second field of view scene 22;

A head-mounted VR imaging device 5 is informationally connected to the task generating device 1 and is worn by the autistic child 7 to enter the first visual field scene 21;

A VR operating device 6 is informationally connected to the task generating device 1 and is used by the trainer 8 to enter the second visual field 22. The VR operating device 6 is one of a VR display device or a handheld VR device. This embodiment takes a handheld VR device as an example;

A first communication device 51 is provided on the head-mounted VR imaging device 5; and

A second communication device 61 is provided on the VR operating device 6 and is informationally connected to the first communication device 51.

The present invention provides a method for training children with autism using an asymmetric virtual reality collaborative game, and its main steps include:

(A) Wearing VR equipment: At least one autistic child 7 wears a head-mounted VR imaging device 5, and at least one trainer 8 uses a VR operating device 6;

(B) Generate a virtual task scenario: The head-mounted VR imaging device 5 and the VR operating device 6 are informationally connected to a task generating device 1, so that the task generating device 1 generates a common virtual task scenario 2 in the head-mounted VR imaging device 5 and the VR operating device 6;

(C) Asymmetric field of view scene: The virtual task scenario 2 has a first field of view scene 21 displayed in the head-mounted VR imaging device 5, and a second field of view scene 22 set in the VR operating device 6 and having a field of view different from the first field of view scene 21;

(D) Performing trigger tasks: the autistic child 7 obtains at least one trigger task 3 in the first visual field scene 21;

(E) Obtaining task clues: Autistic child 7 completes the trigger task 3 and obtains a task clue 31;

(F) Triggering a target task: triggering the task generating device 1 to simultaneously activate at least one target task 4 set in the second field of view scene 22;

(G) Sharing task clues: The autistic child 7 shares the task clues 31 with the trainer 8 via a first communication device 51 and a second communication device 61;

(H) Executing the target task: the trainee 8 obtains the target task 4 and uses the task clue 31 to execute the target task 4; and

(I) Whether the target task is completed: If target task 4 is not completed, return to step (D); if target task 4 is completed, the step ends.

Through the above explanation, the structure of this technology can be understood. Based on the corresponding coordination of this structure, it can also provide advantages such as forcing autistic children 7 to be unable to rely on others in virtual task scenarios 2 with different perspectives, and to practice expressing ideas, receiving information, and interactive communication in order to complete the task. The detailed explanation will be described below.

Please refer to the first to fourth figures at the same time, which are the structural block diagrams to the first field of view scene schematic diagrams of the preferred embodiments of the present invention. When the above components are assembled, it can be clearly seen from the figure that before the training begins, the autistic child 7 wears the head-mounted VR imaging device 5 (such as VR glasses), and the trainer 8 uses the VR operating device 6 (such as a stick-type VR weapon), and connects the head-mounted VR imaging device 5 and the VR operating device 6 to the task generating device 1 (such as a computer). The task generating device 1 will simultaneously connect the head-mounted VR imaging device 5 and the VR operating device 6 to the task generating device 1 (such as a computer). 6 generates a common virtual task scenario 2. In this embodiment, the virtual task scenario 2 is a "blindfolded watermelon-hitting game at the beach". The autistic child 7 is the commander. His first visual field scene 21 is that he can see a virtual trainer 8V on the beach. The trainer 8 is the watermelon hitter. In the virtual task scenario 2, the VR operating device 6 forms a virtual stick 6V. However, since the VR operating device 6 does not have a VR image for the trainer 8 to watch, the trainer 8 is equivalent to a blindfolded state in the virtual task scenario 2, that is, the second visual field scene 22 is pitch black.

At the beginning of the game, the head-mounted VR imaging device 5 will receive the message of triggering task 3 "Task goal: guide another person to hit the watermelon blindfolded", while the trainer 8 has not received the task prompt. After the autistic child 7 closes the task content message, the method of obtaining task clue 31 will pop up. After completing the task, task clue 31 can be obtained. For example, the method of obtaining is to answer multiple-choice questions. If the answer is correct, "Task clue 31: six steps forward" can be obtained. At the same time, when triggering task 3 is completed and task clue 31 is obtained, the VR operating device 6 will receive the voice message of target task 4, and then the autistic child 7 will answer through Through the first communication device 51 and the second communication device 61, the task clue 31 is shared with the trainer 8, and the trainer is guided in the direction of progress, thereby assisting the trainer 8 to complete his target task 4. If a task clue 31 cannot complete the target task 4 (step (I)), the head-mounted VR imaging device 5 will receive the trigger task 3 again, and repeatedly execute steps (D) to (H) until the task is completed.

If the autistic child 7 is unable to complete the triggering task 3 by himself, he can also seek task assistance from the trainer 8 through the first communication device 51 and the second communication device 61. In this way, the trainer 8 needs to completely rely on the command of the autistic child 7 to complete the target task 4. At most, he can provide vocal assistance through communication and interaction during the task execution process. In this way, the autistic child 7 has to interact with others in a pleasant game environment in order to complete the task, and the completeness of the expression of the interactive content is directly related to whether the task can be completed, so the training effect can be truly exerted.

Please refer to the second figure and the fifth to tenth figures at the same time, which are the structural block flow chart (I) to the second field of view scene schematic diagram of another preferred embodiment of the present invention. It can be clearly seen from the figure that this embodiment is similar to the above embodiment, but in this embodiment, the number of head-mounted VR imaging devices 5a, 5b is two, and they are worn by two autistic children 7a, 7b respectively, and the two head-mounted VR imaging devices 5a, 5b respectively have a first field of view scene 21a, 21b, and in the virtual task scenario 2, there is at least one first task object 21 in each of the first field of view scenes 21a, 21b. 1a, 211b, and at least one second task item 221 in the second visual field scene 22, wherein the first task item 211a, 211b is used by the autistic children 7a, 7b to perform the triggering tasks 3a, 3b, and the second task item 221 is used by the trainer 8 to cooperate with the task clues 31a, 31b to perform the target task 4, and when there are multiple autistic children 7a, 7b, there is a task chain step, which returns to step (D) after step (E) is completed (please refer to the second figure), and another autistic child 7b performs its triggering task 3b according to the task clue 31a. In addition, the virtual task scenario 2 of this embodiment is "killing sea monsters".

In virtual task scenario 2, the first autistic child 7a acts as observer 7aV. The first field of view 21a in his head-mounted VR imaging device 5a is the observation tower of the pirate ship. When the ship shakes, the trigger task 3a "Task objective: confirm the cause of the shaking and report the situation at sea" (step (D)) is obtained. In order to complete this task, the first task item 211a "telescope" in the first field of view 21a must be found (in the eighth figure, it is a round The first task item 211a is then used to confirm the reason for the ship's shaking, such as a sea monster (task clue 31a of step (E)). The signal exchange between the first task item 211a and the task clue 31a causes the task generation device 1 to execute the next action of the virtual task scenario 2, that is, to generate a trigger task 3b in the head-mounted VR imaging device 5b (task chain step, step (D) again).

In this virtual mission scenario 2, the second autistic child 7b acts as the captain 7bV, and his first field of view scene 21b is the deck of the pirate ship. When the ship shakes, the head-mounted VR imaging device 5b of the second autistic child 7b does not send any message notification. Players can communicate with each other to understand the situation, such as asking the observer 7aV what happened, but this is not a necessary process of the present invention. When obtaining the trigger mission 3b "Mission objective: Find the weakness of the sea monster and command the gunners to attack" (perform step (D) again through the mission chain step), in order to complete this mission, you must first find the first mission item 211b "Sea Monster Illustration" in the first field of view scene 21b. Similarly, since the confirmation of the type of sea monster is related to the mission clue 31a provided by the first autistic child 7a who is the observer 7aV, that is, if the report content is not clear, it may lead to the uncertainty of the type of sea monster. Players can communicate with each other to further understand, but this is not in the necessary process of this invention.

When the correct page of the sea monster illustration is found, the system determines that the first task item 211b and the task clue 31a have completed the signal exchange, and "Sea Monster Weakness: XXX" is displayed on the illustration, that is, the task clue 31b generated by step (E) is executed again through the task chain step, and the task generation device 1 will perform the next action of the virtual task scenario 2, that is, the target task 4 is generated in the VR operation device 6 (step (F)).

In this virtual mission scenario 2, the trainee 8 acts as the gunner 8U, and his second field of view 22 is the deck of the pirate ship. His VR operating device 6 is a VR display device as an example. However, before the gunner 8U receives the captain's 7bV order, although he can see the ship shaking or sea monsters appearing from the VR operating device 6, he will not receive any message notification. Only when the trainee 8 obtains the target mission 4 "Mission Objective: To Cannon to kill the sea monster" (step (F)), only then do they know to look for the second task item 221 "Cannon", and in this embodiment, the target task 4 of the gunner 8U can be obtained at the same time as the trigger task 3b of the captain 7bV. If the trainer 8 has obtained the second task item 221 before receiving the task clue 31b, although he can attack the sea monster, his attack may be ineffective because he does not know the weakness. In other words, when completing step (E) for the first time, you can execute the task chain step first, or execute the task chain step and step (F) at the same time, but because step (H) requires the cooperation of two task clues 31a and 31b, it cannot be completed yet.

Therefore, in order to complete the task of commanding the gunner 8U to attack, the second autistic child 7b must share the task clue 31b with the trainer 8 (step (G)), and this sharing action is achieved through the first communication device 51b and the second communication device 61. Finally, the trainer 8 can know which cannon should be used to attack the weakness of the sea monster based on the task clue 31b, and then complete the target task 4 (step (H)). In this way, since the trainer 8 and the autistic children 7a and 7b have different perspectives, the trainer 8 needs to completely rely on the command of the autistic children 7a and 7b to complete the target task 4. At most, the trainer can provide vocal assistance through communication and interaction during the task execution process. In this way, the autistic children 7a and 7b have to interact with others in a pleasant game environment in order to complete the task. The completeness of the expression of the interactive content is directly related to whether the task can be completed, so the training effect can be truly exerted.

However, the above is only a preferred embodiment of the present invention, and does not limit the patent scope of the present invention. Therefore, all simple modifications and equivalent structural changes made by using the contents of the present invention's specification and drawings should be included in the patent scope of the present invention and should be stated.

In summary, the asymmetric virtual reality collaborative game system and autistic children training method of this invention can truly achieve its efficacy and purpose when used. Therefore, this invention is truly an invention with excellent practicality. In order to meet the application requirements for invention patents, an application is filed in accordance with the law. I hope that the review committee will approve this invention as soon as possible to protect the applicant's hard work. If the review committee of the Jun Bureau has any doubts, please feel free to write to instruct. The applicant will do his best to cooperate and feel very grateful.

1: Task generation device

2: Virtual mission scenario

21: First field of view scene

22: Second field of view scene

3: Trigger mission

31: Mission clues

4: Target mission

5: Head-mounted VR imaging equipment

51: First communication device

6: VR operating equipment

61: Second communication device

7: Children with autism

8: Training staff

Claims (10)

An asymmetric virtual reality collaborative game system mainly includes: a task generating device for generating a virtual task scenario, wherein the virtual task scenario has at least one first field of view scene, at least one second field of view scene whose field of view is different from and asymmetric to the first field of view scene, at least one trigger task set in the first field of view scene, at least one task clue generated by the trigger task link, and at least one task clue activated by the task clue and set in the second field of view scene. The target task in the scene; a head-mounted VR imaging device, which is informationally linked to the task generating device and is worn by the autistic child to enter the first field of view scene; a VR operating device, which is informationally linked to the task generating device and is used by the trainer to enter the second field of view scene; a first communication device, which is provided on the head-mounted VR imaging device; and a second communication device, which is provided on the VR operating device and is informationally linked to the first communication device. An asymmetric virtual reality collaborative game system as described in Item 1 of the patent application, wherein the virtual task scenario has at least one first task object in the first field of view scene. An asymmetric virtual reality collaborative game system as described in Item 1 of the patent application, wherein the virtual task scenario has at least one second task object in the second field of view scene. An asymmetric virtual reality collaborative game system as described in Item 1 of the patent application, wherein the VR operating device is one of a VR display device or a handheld VR device. A method for training autistic children in an asymmetric virtual reality collaborative game, the main steps of which include: (A) at least one autistic child wears a head-mounted VR imaging device, and at least one trainer uses a VR operating device; (B) the head-mounted VR imaging device and the VR operating device are informationally linked to a task generating device, so that the task generating device generates a common virtual task scenario in the head-mounted VR imaging device and the VR operating device; (C) the virtual task scenario has a first field of view scene displayed in the head-mounted VR imaging device, and a second field of view set in the VR operating device and having a field of view different from and asymmetric to the first field of view scene. (D) the autistic child obtains at least one triggering task in the first visual field scene; (E) the autistic child completes the triggering task and obtains a task clue; (F) while completing step (E), the task generating device is triggered to start at least one target task set in the second visual field scene; (G) the autistic child shares the task clue with the trainer by voice through a first communication device and a second communication device during the task execution process; (H) the trainer obtains the target task and executes the target task using the task clue; and (I) if the target task is not completed, return to step (D); if the target task is completed, the step ends. As described in Item 5 of the patent application scope, the asymmetric virtual reality collaborative game training method for autistic children, wherein in step (D), the autistic child uses a first task object to perform the triggering task. As described in Item 5 of the patent application scope, the asymmetric virtual reality collaborative game training method for children with autism, wherein in step (H), the trainer uses a second task object and the task clue to perform the target task. As described in Item 5 of the patent application scope, the asymmetric virtual reality collaborative game training method for children with autism, wherein after step (D), the step proceeds to step (D1), and the autistic child seeks task assistance from the trainer through the first communication device and the second communication device. As described in Item 5 of the patent application scope, a method for training children with autism using an asymmetric virtual reality collaborative game, wherein the VR operating device is one of a VR display device or a handheld VR device. As described in Item 5 of the patent application scope, the asymmetric virtual reality collaborative game training method for children with autism, wherein when there are multiple children with autism, there is a task chain step, which is to perform step (D) again after step (E) is completed, and another child with autism performs its triggering task according to the task clue.

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