大部分言語復健治療都需要治療師透過工具及特別設計的課程去引導病患進行訓練，以增進他們的語言能力，但這往往需要大量的時間以及人力，在科技進步且勞動力不足的現今，利用科技來取代人力成為各領域的目標，因此本論文便使用虛擬實境技術讓使用者得到更有效且有趣的復健治療，並且將對象設定為自閉症及失語症患者，開發出一套基於虛擬實境的言語復健系統。

本系統是一個能讓治療師自由編輯情境內容的言語復健工具，並且系統中提供了三個建構好且不同難度的情境可供參考及使用，系統中已經建構好了12個虛擬人物以及13個不同的場景提供治療師選擇，情境內可以設置最多20句的虛擬人物台詞，並且可以根據治療師的需求在有需要的句子加入關鍵字反饋，自由設定多組關鍵字去判斷使用者的回話是否正確，透過與虛擬人物對話的方式讓使用者提升語言能力，境結束後也有各項系統的評估，包含了花費時間、反饋次數、回答字數、跳過次數等等，能夠讓使用者及治療師知道使用者在該情境中的表現，旁邊的文字稿也能提供檢視，讓治療師能夠完整得知情境中的所有對話內容。

為了評估本系統的使用效果，本實驗讓20名受測者(17男3女平均23.9歲，無語障正常人)實際體驗了三個難度不同的情境，並在體驗結束後填寫遊戲體驗量表，從結果可以看到簡單情境的平均花費時間為69.3秒，普通情境為69.7秒，困難情境則為80.2秒，受測者所花費的時間都比預想的還多，因此在系統評估成績的配分標準可以做些微調，此外增加更多元的關鍵字能讓系統更加完善，在遊戲體驗量表的結果也可以看到，前五個項目都拿到4.5以上的分數，負面情緒也只有1.25分，代表受測者對於本系統的滿意度是相當高，並且他們認為本系統的使用很容易上手且體驗起來非常有趣。

Most speech rehabilitation therapy requires therapists to train patients through tools and specially designed courses to improve their language skills, but it often requires a lot of time and manpower. With the advancement of technology and the shortage of labor force, the use of technology to replace manpower has become the goal of various career fields. Therefore, this paper uses virtual reality technology to make users get more effective and interesting rehabilitation treatment. We set the subjects as autism and aphasia patients, and develop a speech rehabilitation system based on virtual reality.

This system is a speech rehabilitation tool that allows therapists to freely edit the content of the situation, and the system provides three well-constructed situations with different levels of difficulty for reference and use. 12 virtual characters and 13 different scenes have been constructed in the system for therapists to choose from, and therapists can set up to 20 sentences of virtual characters speech in the custom situation. The system can add keyword feedback to the sentence according to the needs of the therapist, and therapists can freely set multiple sets of keywords to evaluate whether users' replies are correct. The way of talking with virtual characters makes users improve their language skills. After the situation is over, there are various evaluations from the system, including the time spent, the number of feedback, the number of words answered, the number of skips, etc. These allow users and therapists to know how did users perform in the situation. The results screen has a transcript for viewing, allowing therapists to understand all the conversations in the situation.

In order to evaluate the effect of this system, this experiment let 20 subjects (17 males and 3 females with an average age of 23.9 years, normal people without speech impairment) actually experience three situations with different difficulty and fill in the game experience questionnaire after the experience. From the results, we can see that the average time spent in simple situation is 69.3 seconds, the average time spent in normal situation is 69.7 seconds, and the average time spent in difficult situation is 80.2 seconds. The subjects spent more time than expected, so the distribution standard of the system assessment scores can be fine-tuned. In addition, adding more diverse keywords can make the system more complete. It can also be seen from the results of the game experience questionnaire that the first five items all scored above 4.5, and the negative emotion item was only 1.25. It means that the subjects are quite satisfied with the system, and the subjects thought the system is easy to use and very fun to experience.

Arends, N., Povel, D.J., Os, E.V., Michielsen, S., Claassen, J. & Feiter, I. (1991). An evaluation of the Visual Speech Apparatus. Speech Communication. Volume 10. Issue 4. pp. 405-414.

Berger, C.R., (2005). Interpersonal Communication: Theoretical Perspectives, Future Prospects. Journal of Communication, Volume 55, Issue 3, pp. 415–447.

Clendon, S., Flynn, M.C. & Coombes, T. (2023). Facilitating speech and language development in children with cochlear implants using computer technology. Cochlear Implants International. Volume 4. Issue 3. pp.119–136.

Furlong, L., Erickson, S. & Morris, M.E. (2017).Computer-based speech therapy for childhood speech sound disorders. Journal of Communication Disorders. Volume 68. pp. 50-69.

Giachero, A., Calati, M., Pia, L., Vista, L.L., Molo, M., Rugiero, C., Fornaro, C. & Marangolo, P. (2020). Conversational Therapy through Semi-Immersive Virtual Reality Environments for Language Recovery and Psychological Well-Being in Post Stroke Aphasia. Hindawi Behavioural Neurology. Volume 2020. pp. 15.

Grechuta, K., Rubio, B., Duff, A., Oller, E., D. & Pulvermuller, F. (2016). Intensive language-action therapy in virtual reality for a rehabilitation gaming system. Journal of Pain Management. Vol. 9. Iss. 3. pp. 243-254

Ip, H., H., S., Wong, S., W., L., Chan, D., F., Y., Byrne, J., Li, C., Yuan, V., S., N., Lau, K., S., Y. & Wong, J., Y., W. (2016). Virtual Reality Enabled Training for Social Adaptation in Inclusive Education Settings for School-Aged Children with Autism Spectrum Disorder (ASD). Blended Learning: Aligning Theory with Practices. pp. 94-102.

Keshner, E.A., (2004). Virtual reality and physical rehabilitation: a new toy or a new research and rehabilitation tool?. Journal of NeuroEngineering and Rehabilitation 1, Article number: 8. pp. 1-2.

Klinger, E., Bouchard, S., Légeron, P., Roy, S., Lauer, F., Chemin, I. & Nugues, P. (2005). Virtual Reality Therapy Versus Cognitive Behavior Therapy for Social Phobia: A Preliminary Controlled Study. CyberPsychology & Behavior. Vol. 8. No. 1. pp. 76-88.

Montoya, M. F., Muñoz, J. E. & Henao, O. A. (2020). Enhancing Virtual Rehabilitation in Upper Limbs With Biocybernetic Adaptation: The Effects of Virtual Reality on Perceived Muscle Fatigue, Game Performance and User Experience. IEEE Transactions on Neural Systems and Rehabilitation Engineering. Volume: 28. Issue: 3. pp. 740-747

Morton, H., Gunson, N. & Jack, M. (2012). Interactive Language Learning through Speech-Enabled Virtual Scenarios. Hindawi Advances in Human-Computer Interaction. Volume 2012. pp. 23.

Popovicia, D.V. & Buică-Belciu, C. (2011). Professional challenges in computer-assisted speech therapy. Procedia - Social and Behavioral Sciences, Volume 33, pp. 518-522.

Saz, O., Yin, S.C., Lleida, E., Rose, R., Vaquero, C. & Rodríguez, W.R., (2009). Tools and Technologies for Computer-Aided Speech and Language Therapy. Speech Communication. Volume 51. Issue 10. pp.948-967.

Seki, Y. & Sato, T. (2011). A Training System of Orientation and Mobility for Blind People Using Acoustic Virtual Reality. IEEE Transactions on Neural Systems and Rehabilitation Engineering. Volume: 19. Issue: 1. pp. 95 – 104.

Wolfe, V., Presley, C. & Mesaris, J. (2003). The Importance of Sound Identification Training in Phonological Intervention. Journal of Speech, Language, and Hearing Research. Volume 12. Issue 3. pp. 282-288.

William, R.S. & Alan, B.C. (2003). Understanding Virtual Reality. The Morgan Kaufmann Series in Computer Graphics. pp. 5-37.

桃園振雄診所網站. (2018) https://zhenhsiung.com/%E5%85%92%E7%AB%A5%E8%AA%9E%E8%A8%80%E6%B2%BB%E7%99%82/ 2022/02/09

王南凱、吳岱穎、鄒國蘇、黃宜靜、郭冠良、吳逸帆、陳建志. (2013). 淺談自閉症類群障礙. 北市醫學雜誌. 10卷3期. pp. 173-181.

朱怡娟、花茂棽. (2000). 失語症. 當代醫學. 324期. pp.836-842.

行政院性別平等會重要性別統計資料庫網站. 民國105年-109年. https://www.gender.ey.gov.tw/GECDB/Stat_Statistics_Field.aspx 2022/02/09

內政部戶政司全球資訊網. 民國109年. https://www.ris.gov.tw/app/portal/346 2022/02/09

楊中信. (1998). 虛擬實境. 博物館學季刊. 12卷1期. pp. 25 - 30.

謝旻儕、林語瑄. (2017). 虛擬實境與擴增實境在醫護實務與教育之應用. 護理雜誌. 64卷6期. pp.12-18.