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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105026

    Title: 數位遊戲式學習融入國小智能障礙學生數學學習成效之探究
    Other Titles: Exploring the impact of digital game-based learning on the mathematical learning process of students’ with intellectual disability
    Authors: 劉育辰;Liu, Yu-Chen
    Contributors: 淡江大學教育科技學系數位學習在職專班
    Keywords: 數位遊戲式學習;智能障礙學生;單一受試研究法;digital game-based learning;Intellectual Disability Student;Single Subject Researc
    Date: 2015
    Issue Date: 2016-01-22 14:45:56 (UTC+8)
    Abstract: 智能障礙學生因其生理與心理上的限制,抽象思考能力低、常有注意力不集中、短期記憶力缺陷、類化困難等等,使得他們在數學學習上遭遇到許多挫折,學習成功經驗相較於一般學生更短少,自信心的缺乏日漸影響其學習動機與意願。基於智能障礙學生的學習限制,在數學教學上更應注重其學習特殊性與個別化教學設計,因此,本研究設計一個數位遊戲來教導一名國小四年級輕度智能障礙學生學習三角形概念,藉由手持裝置攜帶方便、操作簡單等特性以及數位遊戲的寓教於樂的特性,讓智能障礙學生在任何環境下皆可充滿興趣進行學習與練習三角形性質,同時去探討數位遊戲式學習融入國小輕度智能障礙學生三角形概念學習之成效,並了解受試者對數位遊戲之滿意度。
    Students with intellectual problems suffer from low logical thinking, inattentive, short-term memory deficit, and feel difficult in concept generalization, which have resulted in their learning frustrations in studying mathematics, gradually affected their motivation to study. Taking into account of these students’ problems, this research designed a digital game for a fourth grade elementary student with mild intellectual disability to learn the concept of triangle. The impact of the designed game on the participant’s learning gains and his experience of learning from the game were explored.
    The A-B-A'' design of the single-subject model was adopted. One fourth grade elementary student with mild intellectual disability is recruited as the research participant. The experiment included three stages: the baseline, the intervention, and the maintenance, and the participant’s performance on 15 tests was collected throughout the experiment. Moreover, the participant''s level of satisfaction towards the game was collected via observation and interview using the game satisfaction questionnaire and learning attitude questionnaire. Two major conclusions are: The participant is satisfied with digital game-based learning process. The designed digital game is effective in helping elementary students with intellectual disabilities to learn the concepts of triangle.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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