## 5 Conclusions  
### Discussion  
At Baseline, the researchers reported that participants always focused on insignificant parts of the video scene, such as the number or timing of the video. In general, they often focus only on things that interest them, such as repetitive demands to keep playing a certain segment of a movie or an action. In addition, through the researcher's discussions with the participants about the film's character's behavior, we found that they had difficulty comprehending and identifying the purpose of the behavior. Although participants could choose the correct words to describe behaviors, they were usually unable to identify the purpose of those behaviors [13]. This may be why all of the children scored lower at Baseline. However, during the Intervention phase, using KPV as a learning material guided their attention to key paragraph elements in dynamic video clips. Although sometimes they still focused on irrelevant parts of the entire video scene, KPV often helped them focus their attention on the behavioral meaning of the nonverbal feelings of key passages expressed in specific social situations. They were drawn to the characters and began to ask the researcher a series of questions about why the characters behaved as they did, about their actions, and about related social activities. Based on the results obtained, the combination of KPV with AR technology appears to have had a positive effect on improving the social interaction [27] and verbal and non-verbal communication skills, facial emotion recognition procedures, attention skills, and life functions of children with autism. In related studies, AR technology has yielded many beneficial outcomes in social interaction, emotion recognition, attention skills, and functional learning [25; 26; 27; 28; 29; 30; 31; 32; 33; 34]. There \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline
**Session\textbackslash\textbackslash{}Participants & **P1** & **P2** & **P3** & **Average** & **TD1** & **TD2** & **Average** \\ \hline Baseline & 33 & 28 & 42 & 34 & 85 & 81 & 83 \\ Intervention1 & 70 & 69 & 69 & 69 & 98 & 96 & 97 \\ Intervention2 & 72 & 76 & 68 & 72 & 99 & 99 & 99 \\ Reversal & 53 & 57 & 57 & 56 & 93 & 90 & 92 \\ Maintenance & 58 & 58 & 58 & 58 & 93 & 95 & 94 \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Intervention and evaluation result. fore, it can be seen from our research results that the creative introduction of KPV and combining AR technology and AR applications is beneficial for treating this developmental disorder [13]. First, AR builds on the common strengths of children with ASD, such as visual learning styles or preferences for the visual display of information. In addition, some people with ASD may display a natural tendency to use digital tools, show a fondness for electronic media, and enjoy elements of gaming. KPVs with AR technology can help reduce the stress that often occurs in real-world social situations. AR can therefore provide engaging learning effects to help children with ASD stay focused, promote participation in activities, facilitate task behaviors, motivation, and positive emotions, and enhance the learning process. Likewise, educators' perceptions of AR suggest that it is highly inclusive, usable, and engaging [30, 31, 32, 33, 34]. Although the training is only based on the content needed for requesting help, it should be combined with life situations and focus on certain situational scenarios through KPV to train children with ASD. It does need more research topics and a better design, with better methodology and more robust results, but we can say that this is an expanding field of research and these are mostly pilot studies. Nonetheless, studies suggest that the combination of KPV and AR technology is necessary to expand the scope of our research [49, 50]. The number of children with ASD has been steadily rising over the past quarter century, and efficacious interventions are required to meet their unique individual needs.