- 學位論文
擴增實境之六年級比與比值數學教材對國小學習障礙學生學習成效及課堂注意力成效之探討
The Study of the Effects of Ratio Learning and The Students' Attention Studying in the Class base on Augmented Reality for Sixth Graders with Specific Learning Disabilities
摘要
本研究旨在探討擴增實境之六年級比與比值數學教材對國小學習障礙學生 學習成效及課堂注意力成效的影響。研究方法採單一受試研究法之撤回設計，以四名就讀新竹市之國小學習障礙學生為受試者自變項為擴增實境融入教學，依變項為教學學習成效及課堂注意力成效，利用研究者自編之數學成效測驗及改編之課堂注意力行為檢核表分析受試者學習及課堂注意力成效，將所得資料以目視分析及C統計進行分析；並以國民小學五到六年級數學診斷測驗（MDA/G5-6）及電腦化注意力診斷測驗（CADA）做為前後測，評估受試者的學習成效及課堂注意力改變情形；更利用自編之AR之比與比值數學教材教學之學生訪談表蒐集資料，以確認社會效度。 本研究之四名研究參與者接受基線期、介入期、維持期之資料蒐集，並透過目視分析法及C統計分析進行資料分析，以瞭解擴增實境融入教學對四名受試者學習及課堂注意力成效的影響，最後訪談學生，進行社會效度分析。 本研究結果摘要如下： 一、AR數學教材搭配教學介入後，對國小SLD學生學習具立即成效且具保留成效；MDA全測驗表現百分等級提升由3至6不等。 二、AR數學教材搭配教學介入後，對國小SLD學生課堂注意力具立即成效但無保留成效；CADA三因素分析表現百分等級提升由0至2不等。 三、國小SLD學生喜愛AR數學教材搭配教學介入，因此具社會效度。
並列摘要
This research is aimed at discussing the effects of augmented reality instruction on ratio learning and the students' attention studying in the class of sixth graders with specific learning disability.The single subject research design of the withdrawal design method (A-B-M) was applied in this study.There were four students with specific learning disabilities in the sixth grade of elementary school taught in the resource room. The independent variable was the augmented reality instruction while the dependent variable was the ratio learning and the students' attention studying in the class.Data was collected from three subjects during the baseline, intervention and maintenance phases. Visual analysis and time series C statistics analysis were used to analyze the effect of augmented reality on ratio learning and the students' attention studying in the class. Social validity of the intervention was also discussed based on the results of interviewing students. Results of this study can be summarized as follows: 1.Augmented reality instruction was immediately effective and maintenance effects on ratio learning of sixth graders with specific learning disability.The augmented reality instruction has significantly improved the performance of students with specific learning disabilities at elementary school mathematics diagnostic assessment. 2.Augmented reality instruction was immediately effective on the students' attention studying in the class of sixth graders with specific learning disability,but that didn't have maintenance effects on the students' attention studying in the class of sixth graders with specific learning disability.The augmented reality instruction doesn't have significantly improved the performance of students with specific learning disabilities at computerize attention diagnostic assessment. 3.The elementary school students with specific learning disabilities confirmed that augmented reality instruction had positive effects on learning of ratio learning and the students' attention studying in the class.