數位遊戲化的聽覺口語法輔助工具之設計

聽覺口語法是聽損兒童的早期療育方式之一，主要目的是要幫助聽損兒童學會聽和說，並著重於日常的練習。在訪談聽損兒童的主要照顧者後發現，由於家中的學習資源較少，聽損兒童在日常練習中常常感到無趣，缺乏學習的動力，主要照顧者也常常為了準備教材傷透腦筋。數位遊戲式學習是一種創新的學習方式，透過數位遊戲可以提升學習者的學習動力。本研究欲結合數位遊戲式學習及聽覺口語法，提出一數位遊戲化的聽覺口語法輔助工具，幫助聽損兒童在日常的練習中，能夠快樂地學習，也能讓聽損兒童的主要照顧者降低準備教材的負擔。本研究設計了「輔助聽覺口語訓練之情境式教學遊戲」作為研究的原型工具，以聽能訓練為主，畫面則是有可愛、有趣的動畫圖像增加娛樂性，配合著情境故事幫助聽損兒童更加投入。原型工具包含了遊戲關卡與建立關卡兩大功能，在遊戲關卡設計中，聽損兒童要聆聽情境故事及問題作出對應選擇，而新增關卡則是標準化製作遊戲關卡的流程，提供情境素材給主要照顧者使用，並讓主要照顧者跟著步驟填入語音內容就能建立好遊戲關卡作為教材。本研究在使用者測試階段讓受測的六組聽損兒童家庭使用原型工具，並配合著參與觀察法、半結構性訪談法與問卷調查法進行評估。根據評估結果證實本研究所提出的數位遊戲化的聽覺口語法輔助工具之設計確實可以提升聽損兒童的學習動力，且也讓準備教材變成一件容易、輕鬆且省時的事。此外，本研究發現讓聽損兒童自行建立關卡能讓聽損兒童更認識情境，並激發思考，同樣也能達到聽覺口語法的訓練效果。

關鍵字

聽覺口語法；數位遊戲式學習；聽損；早期療育

並列摘要

Auditory Verbal Therapy is one of the early therapies used on hearing-impaired children. The main purpose of this therapy is to help hearing-impaired children learn speaking and listening, and it focuses on practices in daily life. After interviewing some main caretakers to hearing-impaired children, we found that due to the lack of learning resources, the care takers of the children were often bothered by the preparation of teaching materials. Digital Game-based Learning is an innovative way of learning, which may ameliorate the learners’ motivation toward learning by digital games. This study aimed at integrating Auditory Verbal Therapy and Digital Game-based Learning to make a tool that assisted Auditory Verbal Therapy. The assistive tool may help the hearing-impaired children enjoy learning and also decrease the care taker’s burden of instruction material preparation. We designed a ‘Situated Instructional Game Assistive in Auditory Verbal Drills’ as a prototype to our research. The main function of the game was listening proficiency training. Together with some adorable scenes and interesting images and animations, the game was more entertaining and immersed the children in the scenarios and stories. The prototypical tool allowed the game to have different levels and also allowed the users to create new game levels. The design of the levels in the game was to ask hearing-impaired children to listen to the scenarios and make choices according to the stories they had heard. Creating new game levels was a standard process of making game levels, which provided the main care takers with materials to simply create new levels by adding a few audio components, and the new levels would then be ready for use in instruction. We invited six families with hearing-impaired children to use our prototypical tool under the user-testing stage in this study. Afterwards, we assessed and evaluated the tool by the following methods: Participant Observation, Semi-Structured Interviews and Questionnaire Survey. According of the results of the assessment and evaluation, it is positive that the Situated Instructional Game Assistive in Auditory Verbal Drills’ provided in this study was able to ameliorate the hearing-impaired children’s motivation toward learning. Also, the tool made the preparation of instruction materials more easy and efficient than it was before. In addition, we also found that allowing the hearing-impaired children create a new level in the game would make them more familiar with the scenario and stimulate them to think, which yielded the same results with Auditory Verbal Therapy.