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。 本研究採用單一受試研究法中的A-B-A''設計，實驗處理分為三階段，分別為基線期、介入期、維持期，其中共進行十五次的數位遊戲式學習，實驗結束後繪製各階段答對正確率的曲線圖，再以目視分析方式進行資料處理與分析，同時輔以收集受試者所在班級同學在段考三角形概念題目之答對正確率，進行社會效度之常模比較分析。另外本研究透過遊戲滿意度問卷、學習態度問卷以及研究者於受試者遊戲時之觀察紀錄，藉此來了解受試者對遊戲的滿意度。 本研究結論如下：（一）經過數位遊戲式學習融入數學三角形概念學習後，受試者對於這樣的學習方式是抱持正面支持的態度，並感到滿意。（二）數位遊戲式學習能有效提昇國小輕度智能障礙學生學習數學三角形概念的成效。 依據上述的研究結論，提出對國小輕度智能障礙學生進行數位遊戲式學習時的相關建議，以作為未來教學與研究之參考。 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.
