本研究採「不等組前-後測實驗設計」,旨在探討虛擬實境遊戲介入對國小階段學習障礙學生的注意力及視-動協調能力之成效。研究者以九位三年級及九位四年級的學習障礙學生為研究對象,三年級的學生為對照組、四年級的學生為實驗組。實驗組接受為期八週,一週兩次,每次十分鐘的虛擬實境遊戲介入,對照組則依照原本每週兩節課,每節課四十分鐘的課程進度進行教學。在實驗前後,研究者以國小兒童注意力量表及拜瑞視覺動作統整發展測驗評量受試者在「注意力」及「視-動協調能力」上的表現,並將所得資料以描述性統計及無母數統計進行分析。在質性資料方面,研究者將受試者及教師的訪談內容進行分析與整理,以瞭解受試者對於虛擬實境遊戲的接受度及實驗介入後的改變。研究結果如下: (1)將虛擬實境遊戲融入教學中能確實提升國小階段學習障礙學生的持續性注意力、選擇性注意力、交替性注意力及注意力整體之表現; (2)將虛擬實境遊戲融入教學中能確實提升國小階段學習障礙學生在視覺動作統整能力、視知覺及動作協調上的表現。 根據上述研究結果及發現,研究者提出具體建議,以供後續研究者及教學者參考。
This study adopted nonequivalent pretestposttest design to explore effects of virtual reality game on students with learning disabilities to enhance their attention and visual-motor coordination. We choose nine third grade students and nine fourth grade students with disabilities as the research participants. The third students were regarded as control group, and the fourth grade students were as experimental group.The experimental group received virtual reality game twice a week, ten minutes each time for eight weeks, and the control group received the program for weekly two section lessons, fourty minutes per lesson. Before and after the test, we evaluated the participants’ performance of concentration and Visual Motor Integration according to attention questionnaire with elementary school students and The Berry-Buktenica Developmental Test of Visual-Motor Integration. These data were analyzed by Descriptive statistics and nonparametrics. In qualitative data, we analyzed and sorted the participants and their teachers’ interview contents in order to understand the acceptance and chance of the participants about the teaching of virtual reality game.The results were as follows: (1)The effects of virtual reality game showed improved sustained attention, selective attention, alternatind attention, and whole attention test of students with learning disabilities. (2)The effects of virtual reality game showed improved visual-motor integration, visual perception, as well as motor coordination of students with learning disabilities. Based on above findings, we have made specific recommendations for further researchers and teaching reference.