This exploratory study, framed by the Contextual Model of Learning, sought to define the personal context of autistic visitors and their families attending a sensory-friendly natural history museum event as a science learning experience. The study focused on the motivations and expectations for visiting the museum, as well as how the inclusion of a VR tour could promote inclusivity by better meeting the needs of these visitors and their social support groups. A single case study design encompassing five family participant groups that varied in age, family composition, and diagnoses was employed. Data collection involved a pre- and non-identical post-visit survey, complemented by a post-visit interview. Results indicate that important features of the user experience with the VR museum tour included clarity of exhibit text, lack of audio, the ability to measure exhibit features, easy navigation, and enhanced museum accessibility. Autistic family groups used the virtual tour in three main ways: (1) to prepare for specific exhibits, (2) to prepare for sensory experiences, and (3) to build anticipation and set expectations. Two key features of the virtual tour supported users’ preparation for their museum visit: the absence of crowds and noise and the ability to zoom in and see exhibit text and details. The results highlight the positive impact of a VR museum tour on autistic individuals and their families and offer crucial insights into the personal and sociocultural contexts of autistic museum visitors and the potential for promoting unique, inclusive, and collaborative forms of science learning.

这项探索性研究以学习情境模型为框架，旨在将自闭症游客及其家人参加感官友好的自然历史博物馆活动的个人背景定义为一种科学学习体验。该研究的重点是参观博物馆的动机和期望，以及纳入 VR 导览如何通过更好地满足这些参观者及其社会支持团体的需求来促进包容性。采用单一案例研究设计，包括年龄、家庭组成和诊断不同的五个家庭参与者组。数据收集包括就诊前和不相同的就诊后调查，并辅以就诊后访谈。结果表明，VR 博物馆导览用户体验的重要特征包括展品文本清晰、无音频、能够测量展品特征、易于导航以及增强的博物馆可访问性。自闭症家庭团体主要以三种方式使用虚拟游览：（1） 为特定展品做准备，（2） 为感官体验做准备，以及 （3） 建立预期并设定期望。虚拟导览的两个关键功能支持用户为参观博物馆做准备：没有人群和噪音，以及能够放大并查看展品文本和细节。结果强调了 VR 博物馆之旅对自闭症患者及其家庭的积极影响，并为自闭症博物馆参观者的个人和社会文化背景以及促进独特、包容和协作形式的科学学习形式的潜力提供了重要见解。