**5.2 AR technology can help autistic children to master complex social content through a structured visual architecture and an entity interaction strategy**

Visual information can be deconstructed, and then presented by linking CM (**Figure 8**) or sequence learning [38, 74]. Since people's reception of sensory stimuli depends on the interaction of their vision, hearing, and body senses, autistic children are endowed with a touchable "concept of objects", which can help them to clarify the symbolic meaning that is conveyed "behind the things". Moreover, such a form can also be used to teach autistic children to understand the state of social stories. For example, the storybook itself is a symbol that can help to construct structured concepts. By reading the situational stories in the storybook, we can help autistic children to construct the visual state of situational concepts and the sequence of events. Just like operating tools with people, we can construct a smooth operation mechanism between the mind and body, through repeated practice. Although the mechanisms of tactile, visual, and physical perceptions in sensory acceptance are different, autistic children can use their common sensory memory to

#### **Figure 8.**

*Concept mapping can help autistic children to form visual and abstract social relations and help them to understand and master the content of a social situation [17].*

#### *How to Use the Advantages of AR and VR Technique to Integrate Special Visual Training… DOI: http://dx.doi.org/10.5772/intechopen.94587*

grasp complex social content and sensory information, so that they could learn to deconstruct continuous social actions and interaction concepts.

Through the interaction strategy of a structured visual concept and entity, a visual framework, or visual primer, can be established to help autistic children understand and deal with abstract social relations, such as the distance between relatives in social relations, the social connection between different roles, or role playing and the speculation of transpositional thinking (**Figure 8**) [49]. In addition, the 3D character animations provided by AR also have the advantage of multiple viewing angles. Autistic children can watch the social relations of different character objects by different role identities and then speculate on the game. At the same time, through the game's dolls in the board games, such a learning framework can become a key training strategy for understanding social games, or disguising games, with the aid of the concept mapping and visual content that is superimposed by AR technology [50]. By combining the game operating mechanism with the board game concept, players can easily pretend to take on the role of God (or the third-person perspective). In this way, we can at the same time solve the problem of the weak imagination of autistic children. As AR animation directly makes up for the visual sensory information, which is difficult to show in the operation content, it provides effective social animation content to help autistic children understand the social status among different roles (such as hugging family, waving at friends, schoolmates clapping encouragement), supplemented by fixed visual guidance, which constitutes a more stable and dynamic social interaction structure [17].

## **5.3 VR technology can provide an alternative mechanism of different multiple viewpoints, an immersive virtual environment, and an immersive theater game environment**

VR technology is a great breakthrough in the field of autism social training. It can change the visual training strategy under different sensory conditions and through multiple viewpoints ('multiple viewpoints' means that there is a perspective shift of being able to look at something through another person's eyes. One of the biggest influences that multiple viewpoints have is that they enable us to see how others view the world, which enables one to experience another person's sense of sight face-to-face; of course, we just let the autistic person wear the head mount display, in order to display the other person's viewpoint via a camera), and an immersive theater game environment. Moreover, it contributes to the scale, from being a table game size to a sensory experience with the whole immersion environment, and even to the development of a semi-immersive Mixed Reality (MR) training mechanism. Such content has a different training purpose and different game strategies on the basis of training. Through visual experience and fixed visual guidance, researchers can enlarge the scale of board games to the framework of immersive theater games. Using the same visual concept strategy, we can develop a social interaction mode, with the first-person perspective and God's third-person perspective, and then, through to the immersive and semi-immersive interaction experience, we can construct the participants' on-the-spot sensory experience of the social interaction objects. These visual senses can be used to guide and induce empathy through the visual sensory mechanism provided by VR technology, and they are applied in the following situations, as described previously: (1) first-person and third-person role perspective exchange (empathy and empathy construction), and (2) social situation simulation. The operation of this mechanism requires more situational guidance and sensory conditions, combined with different game and entity interaction strategies, to achieve the training effect, and such a training form needs to be designed and interpreted through a situational script. Through such a

attract the attention of autistic children with the help of the audio-visual effects of AR technology (**Figure 7**). The information provided by AR includes different layers of visual information, and complex social information is deconstructed by using a visual architecture. Moreover, with the support of AR technology and visual cues, the extended social information content is supported and improved [21, 28].

*Types of Nonverbal Communication*

**5.2 AR technology can help autistic children to master complex social content through a structured visual architecture and an entity interaction strategy**

Visual information can be deconstructed, and then presented by linking CM (**Figure 8**) or sequence learning [38, 74]. Since people's reception of sensory stimuli depends on the interaction of their vision, hearing, and body senses, autistic children are endowed with a touchable "concept of objects", which can help them to clarify the symbolic meaning that is conveyed "behind the things". Moreover, such a form can also be used to teach autistic children to understand the state of social stories. For example, the storybook itself is a symbol that can help to construct structured concepts. By reading the situational stories in the storybook, we can help

autistic children to construct the visual state of situational concepts and the

*Concept mapping can help autistic children to form visual and abstract social relations and help them to*

*understand and master the content of a social situation [17].*

**Figure 8.**

**50**

sequence of events. Just like operating tools with people, we can construct a smooth operation mechanism between the mind and body, through repeated practice. Although the mechanisms of tactile, visual, and physical perceptions in sensory acceptance are different, autistic children can use their common sensory memory to mechanism, autistic children can gradually acquire social skills and non-verbal communication and it will equip them to live their own lives.
