擴增實境技術融入特殊教育課程設計之現況與趨勢探討

許多研究證明擴增實境（Augmented Reality, AR）技術融入一般課程之可行性，但綜觀國內AR技術於特教課程研究，卻無系統性探討現況或趨勢文獻。本研究為瞭解AR技術融入特教課程實證研究現況及趨勢，以國內2011年首篇相關文獻始至2019年7月，對華藝圖書館及博碩士論文知識加值系統以關鍵字「擴增實境、特殊教育、身心障礙及資優教育」搜尋，範圍從學前至高中／職，共22篇實證研究。結果顯示AR技術於特教課程應用多為：1.因應特殊需求，多應用於獨立特需課程或特需融入其他科目，如語文；學習階段為國小（60%）應用最廣。2.針對身心障礙特質，14個類別中的前三類為自閉症（26%）、學障（17%），智障、聽障與情障（13%）並列第三；3.AR技術能明確提升特教生學習成效。針對AR技術於特教課程設計趨勢而言，2016年前，其相關文獻僅4篇，但2017年至2019年7月增至17篇，其應用於特教課程越趨廣泛且有一定效能性；因人數及課程設計概念且AR技術特性對學、情障相當契合，未來兩障別之AR相關研究數量應會驟升；AR融入特教課程因融合教育精神，呼應一般課程設計，國小將朝自然或社會科發展，國中則為英文、地理及理化等。希冀透過AR輔助，提升學習動機、培養自主學習與學習歷程省思，學生從「教不會」變「不教就會」。

關鍵字

特殊教育；擴增實境；文獻分析法

並列摘要

Many studies have proved the feasibility of integrating Augmented Reality (AR) technology into the general curriculum, but looking at the domestic AR technology in the special education curriculum, there is no systematic discussion of the current situation or trend literature. In order to understand the current status and trends of AR technology integration into special education courses, the first relevant literature in China began in July 2019, and the keyword ＂Augmentation＂ was added to the Huayi Library and the master's thesis knowledge appraisal system. The search for real world, special education, physical and mental disorders and gifted education ranges from kindergarten to senior high school, with a total of 22 empirical studies. The results show that the application of AR technology in special education courses is mostly: 1. In response to special needs, it is applied to independent special needs courses or special needs to integrate into other subjects, such as language; the learning stage is the most widely used in elementary school (60%). 2. For the physical and mental impairment characteristics, the first three categories of 14 categories are autism (26%), learning disabilities (17%), and mental retardation, hearing impairment and emotional behavior disorder (13%) are tied for third; 3. AR technology can clearly improve the learning outcomes of special education students. For the design trend of AR technology in special education courses, before 2016, there were only 4 related articles, but from 2017 to 2019, it was increased to 17 articles. The application of special education courses is more extensive and effective. Because of the number and curriculum design concepts and the technical characteristics of AR, the learning disability and emotional behavior disorder are quite compatible, and the future research or application is the most widely used category; The integration of AR technology into special education courses is in line with the spirit of education, and it is in line with the general curriculum design. Elementary school will develop towards science or social sciences, while the junior high school will be English, geography and physical and chemical. With the help of AR technology, he hopes to improve his motivation for learning and develop his own learning and learning process. Students will change from ＂teaching will not＂ to ＂not teaching.＂

並列關鍵字

special education ； augmented reality ； literature analysis

參考文獻

李易叡（2015）。運用擴增實境技術於自閉症青少年情緒表現與社交技巧訓練（未出版之博士論文）。國立成功大學，臺南市。取自華藝線上圖書館系統。（U0026-1511201510555300）doi:10.6844/NCKU.2015.00786

王明志（2013）。運用地理資訊與擴增實境技術整備社會科數位教材之研究。國教新知，60(1)，21-29。doi:10.6701/TEEJ.201303_60(1).0003

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吳俐蒨（2018）。行動擴增實境融入識字教學對聽障學生識字成效之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。取自華藝線上圖書館系統。（系統編號U0055-0802201803105100 ）doi:10.6344/THE.NTUE.SPED.002.2018.F02

李穎漢（2018）。擴增實境對國小學習障礙學生體積學習成效之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。取自華藝線上圖書館系統。（系統編號U0055-1607201808473500）doi:10.6344/THE.NTUE.SPED.022.2018.F02

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擴增實境技術融入特殊教育課程設計之現況與趨勢探討

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