特殊教育以多元化教育方法，應用各式輔助科技，協助身心障礙學生學習職業技能，以期順利就業達到自立生活目標。有鑑於特殊教育應用輔助科技仍以低科技為主，虛擬實境這項高科技應用於特殊教育高中職階段教學輔助仍然少見，本研究探討虛擬實境於技術型高中自閉症學生職業技能可用性，以科技接受模式、認知負荷與認知焦慮理論為基礎，以知覺有用性、知覺易用性、認知負荷、認知焦慮與系統提示作為問卷構面，由自閉症學生分別體驗VR語音版、VR字幕版切小黃瓜任務後填寫問卷，共計回收40份有效問卷，以Spearman等級相關係數檢驗自變項知覺有用性、知覺易用性、認知負荷、認知焦慮與提示模式對依變項行為意圖之關係。
研究結果，自閉症學生知覺有用性與職業技能行為意圖達正向關係，知覺有用性越高，使用VR學習職業技能的行為意圖越高；知覺易用性與職業技能行為意圖達正向關係，表示知覺易用性越高，使用VR學習職業技能的行為意圖越高；不同智力水準認知負荷達到顯著差異，合併智能障礙自閉症學生認知負荷與行為意圖無相關，未合併智能障礙自閉症學生認知負荷與行為意圖為負向關係，表示未合併智能障礙的自閉症學生認知負荷越高，應用VR學習職業技能行為意圖便越低；不同智力水準認知焦慮達到顯著差異，合併智能障礙自閉症學生認知焦慮與行為意圖無相關，未合併智能障礙自閉症學生認知焦慮與行為意圖為負向關係，意即未合併智能障礙的自閉症學生，認知焦慮越高應用VR學習職業技能行為意圖越低；自閉症學生系統提示模式與行為意圖為正向關係，但不同智力水準偏好的系統提示模式亦不相同，合併智能障礙的自閉症學生偏好語音旁白與字幕描述之提示模式，未合併智能障礙的自閉症學生偏好藍色閃爍與字幕描述的提示模式。
建議未來可設計更為簡化文字的問卷、縮減量表等級，以利合併智能障礙的自閉症學生填寫問卷，也建議可拓展研究範圍，了解不同認知程度、學習階段的自閉症學生應用VR學習之可用性。

Special education was integrated with interdisciplinary educational methods and assistive technologies to assist students with disabilities in learning vocational skills, in order to obtain employment successfully and achieve the goal of self-reliance. The usability of Virtual Reality (VR) for vocational students with Autism Spectrum Disorder (ASD) was uncommon. The purpose of this study was to evaluate that these students adopt the theories of technology acceptance model, cognitive load, cognitive anxiety, and take perceived usefulness, perceived ease of use, cognitive load, cognitive anxiety and system prompts. Students with ASD took the task of cutting cucumber in the VR voice version and the VR subtitle version respectively and filled out the questionnaires. Spearman rank-order correlation was used to test the relationship between perceived usefulness, perceived ease of use, cognitive load, cognitive anxiety, and system prompt mode to behavioral intention in the total 40 valid questionnaires.
The results of the study showed that perceived usefulness of students with ASD has a positive relationship with behavioral intention. The higher perceived usefulness, the higher behavioral intention of using VR; the positive relationship between perceived ease of use and behavioral intention, the higher perceived ease of use, the higher behavioral intention of using VR. The cognitive load of different levels of intelligence had reached significant differences. The cognitive load of students with ASD with intellectual disability was not related to behavioral intention, and the cognitive load of students with ASD without intellectual disability had a negative relationship with behavioral intention, which means that the higher cognitive load of students with ASD, the lower behavioral intention of using VR to learn vocational skills. There were significant differences in cognitive anxiety among different levels of intelligence. The cognitive anxiety of students with ASD with intellectual disability was not related to behavioral intention. There was a negative relationship between cognitive anxiety and behavioral intention of students with ASD without intellectual disability, which means that students with ASD without intellectual disability have the higher cognitive anxiety, and the lower behavioral intention of using VR to learn vocational skills. The system prompt mode of students with ASD had a positive relationship with behavioral intentions, but the system prompt modes of different intelligence levels were different. Students with ASD with intellectual disabilities preferred voice narration and caption description prompt modes, and Students with ASD without intellectual disabilities preferred blue flashing and caption description mode. It was suggested that the scope of research or the easy-to-read version of questionnaires could understand the usability of VR learning for students with ASD at different learning stages or cognitive levels in the future.

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