自閉症照顧者教導自閉症孩童時，使用的教材造成照顧者許多負擔，例如:需花較多時間來製作手工圖卡，以及圖卡無法有效率的找尋與收納使用等。本研究將發展出一套以協助照顧者在教導自閉症兒童認知和溝通技巧的應用程式- iCAN，此設計過程分為三個階段，分別為使用者經驗研究(User Experience Research)、使用者經驗設計(User Experience Design)、使用者經驗測試(User Experience Testing)為主的三個階段的設計流程，並將此用來驗證結合設計
研究和設計實踐的可能性，探討是否能減輕自閉症照顧者的教學使用負擔。

透過此個案研究，探討使用者經驗設計流程對於自閉症照顧者使用教材教學之負擔，並提出相關輔具設計與使用者經驗設計個案之參考。因目前階段已完成相關設計的研究與開發，因此本研究將會著重於使用者經驗測試(UXT)部分，探討照顧者使用「傳統紙卡教材」與「iCAN」關於教學者與孩子的互動、使用教材的教學狀況、製作與編輯圖卡、整體使用負荷、輔具教材的重要性與期待功能。而本研究架構為： （1）針對自閉症照顧者使用教材進行使用者經驗研究（2）提出可減輕照顧者教學負擔的使用者經驗設計；（3）深度訪談與量化問卷的使用測試與實驗分析；（4）提出討論與結論。

研究結果顯示，iCAN可以為自閉症照顧者有效減輕以往在使用傳統圖卡教材教導孩子過程中與製作圖卡的負擔，也提升了學習之間的流暢度與效率。為孩子帶來大幅度的學習進步，與傳統的圖卡比較上有顯著差異存在。

Current communication teaching materials for kids with autism caused a lot of burden when caregivers teach children with autism. As we observed and interviewed users, the system made the caregivers exhausted, because it took long time to make the picture cards. With a large amount of cards, to gather and to locate the right card would be a great challenge.

This study developed a teaching material assistive app - iCAN for children with autism and caregiver to help children to learn communication skills. The design process consisted of three phases, user experience research (UXR), user experience design (UXD), user experience testing (UXT). Finally, combining both design research and design practice, we evaluated whether iCAN reduce the teaching burden of caregivers.

In this case, we utilized user experience design process to reduce teaching burden of caregivers, and designed the app based on user experience research for a duration of more than two years. Due to the length limit, the major focus of this study would be on user experience testing.

This structure of this thesis is: (a) User experience research of current teaching materials of caregivers and children with autism.; (b) Proposed new user experience design to reduce teaching burden of caregiver.; (c) Analyze qualitative interviews and questionnaire data of pre-test and post-test.; (d) Discussion and conclusion.

In results, we discussed difference between "traditional teaching material" and "iCAN" after caregivers and children with autism used iCAN for 4 weeks. Five research issues explored were: (a) Teaching interaction of caregiver and child.; (b) Teaching situations of caregiver and child.; (c) Production and editing picture cards.; (d) Teaching and using burden.; (e) The importance of teaching material and expectations functions of iCAN.

The results of qualitative interviews and questionnaire analysis found that iCan could truly lighten the burdens of caregivers, and improve the learning efficiency of children with autism. The use of the app provided significant difference between traditional teaching material and iCAN. Hopefully, this case study would be a reference for developing assistive designs and user experience design for underpriviledged persons.

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