The present study aimed to improve the ability of children with autism to recognize emotions correctly. We used our third-person perspective role-playing game (TPP-RPG) method to teach social skills and help develop an improved understanding of the six basic emotions. The experiment was divided into two phases: The first involved working with traditional figure card emotional recognition and the second involved a subject entering a 3D cave automatic virtual environment (CAVE) to engage with interactive games. While the traditional graphic card is a static picture that represents one of the six basic human emotions, the virtual reality of CAVE-like immersive 3D role-playing games enables the use of actual picture scene syntheses plus the animation of 3D characters to express emotions. The participating children were instructed to role-play with (1) three-dimensional (3D) virtual role animations and observe (2) two different real-time switchable role-play animations of themselves and their counterpart socially interacting. This single-subject study was based on multiple-baseline, across-subject design and involved 5 weeks of TPP-RPG training intervention. From this research activity, we found that the role-play performance of all three participants rose substantially during the intervention phase and remained significantly higher in the maintenance phase compared to their baseline levels.

本研究旨在提高自闭症儿童正确识别情绪的能力。我们使用了第三人称视角角色扮演游戏（TPP-RPG）的方法来教授社交技巧，并有助于加深对六种基本情绪的理解。该实验分为两个阶段：第一个阶段涉及使用传统的人物卡片情感识别，第二个阶段涉及使受试者进入3D洞穴自动虚拟环境（CAVE）进行互动游戏。传统的图形卡是代表六种基本人类情感之一的静态图片，而类似CAVE的沉浸式3D角色扮演游戏的虚拟现实则可以使用实际的图片场景合成以及3D角色的动画来表达情感。指导参与的孩子使用（1）三维（3D）虚拟角色动画进行角色扮演，并观察（2）自己和与对方进行社交互动的两个不同的实时可切换角色扮演动画。这项单项研究基于多基线，跨主题设计，涉及5周的TPP-RPG培训干预。从这项研究活动中，我们发现所有三个参与者的角色扮演表现在干预阶段均显着提高，并且在维持阶段相比其基线水平仍显着更高。跨学科设计，涉及5周的TPP-RPG培训干预。从这项研究活动中，我们发现所有三个参与者的角色扮演表现在干预阶段均显着提高，并且在维持阶段相比其基线水平仍显着更高。跨学科设计，涉及5周的TPP-RPG培训干预。从这项研究活动中，我们发现所有三个参与者的角色扮演表现在干预阶段均显着提高，并且在维持阶段相比其基线水平仍显着更高。