- 學位論文
操作滑鼠之「中介教材」對促進電腦輔助學習效益之行動研究~以認知功能中下兒童為例
The effects of mouse-based teaching materials on computer-assisted learning:Case study of children with intellectual disabled
摘要
摘要 隨著科技的進步與應用，電腦輔助學習（computer assisted learning,CAL）日漸受到重視，由於CAL具備雙向學習、個別化學習、主動學習……等的特質，同時還能追蹤學習成果，協助教學者評估學生學習成效，對教學助益頗巨。透過CAL學習的優點眾所皆知，但是對智能障礙、學習障礙、自閉症等有認知功能障礙學童而言，目前運用此種模式學習之情況並不普遍，因此本研究先探討認知功能障礙學童電腦輔助學習之現況，藉觀察、訪問與實驗等方式，彙整相關資訊，據以研製符合個別需求之CAL中介教材進行教學實驗。 研究以「單一個案前測-後測設計」之實驗法進行，針對三名國小認知功能障礙之特殊學生，分基線期、前導測試期、教學驗證期及類化期四個階段進行教學評量與驗證。考量研究對象除了認知障礙，也伴隨其他影響學習的限制，如智能障礙、過動、自閉、情緒困擾等多重障礙，恐發生控制實驗變項之實際困難，因此實驗輔以歷程紀錄法，俾使實驗有更高的參考價值。 歸納教學驗證過程中，能看到受測者操作技能漸趨穩定、正確的中介教材裡，所運用的教材屬性因學生個別特質而互有差異，諸如教材之互動性、游標感應面積與標的出現位置、立即的、實質的回饋與實際滿足的相關程度、音樂或音效、游標大小及透明與否、動畫及全螢幕等，均對受測者的理解程度有不同層次的助益，其中『放大而透明的游標』出現時，受測學生操控滑鼠之正確程度明顯提升，而加入『音樂或音效』的教材，受測者的專注表現也顯著增強，至於回饋的方式能維持受測者的學習意願，但三位受測者對各種回饋模式的適用性截然不同，故宜瞭解其個別需求，才能提供更有效益的回饋。此外教材若以『小螢幕』之屬性呈現，三位個案均容易出現操作錯誤情況，因此建議避免採用。 驗證結果發現經「中介教材」訓練後，三位受測者在實驗過程中對操作滑鼠之技能、對螢幕與滑鼠間之關聯性的理解，均逐漸進步與提昇，其中個案甲能在驗證後期，依教材指示成功操作，而個案乙更能將操作滑鼠之能力遷移至其他CAL軟體中，可見『中介教材』之練習有助於認知功能障礙學生運用電腦輔助學習，開啟多元學習之能力，進而提高學習成效。
並列摘要
ABSTRACT With the progress of technology and its applications, the computer assisted learning (CAL) is respected gradually. And owing to its characteristics of mutual learning and learning outcomes tracking that help the instructor evaluate the learning outcomes, which is highly beneficial to teaching. It is known that CAL learning has many advantages, however, it is not popularly applied on cognitive-impaired students, hence, this study is to discuss the current status of intellectual disabled students with CAL, to consolidate related information via observation, interview, and experiment approaches to develop CAL alternative course that meets the individual needs and to conduct teaching experiment. This study is conducted by “Single Case Pretest-Posttest Design” experiment, which the 3 intellectual disabled elementary school students will be divided by baseline, pretest, teaching verification and generalization and other 4 stages for teaching assessment and verification, with the whole process aided with teaching process records to enable valuable references of the experiment. The operating capability of interviewees is getting stable during the process of teaching verification induction. In a correct teaching material the course introduced will be varied upon the characteristics of individual students, such as interaction, sensor area of a cursor and the location of its target, immediate, essential feedback and satisfaction level in reality, music or sound effect, cursor size and transparency, animation and full screen etc., which all have different level of benefits to the understanding of interviewee students, in which the precision for mouse manipulation of the interviewee student will be visibly enhanced when “magnified and transparent” cursor appears, while the 3 interviewees show an obvious attention with adding “music or sound effect” course, as for whether the learning intention of the interviewee will remain by ways of feedback, the 3 interviewees reacted differently to the applicability of the same course material. In addition, the 3 case studies will easily have errors for manipulation if the course material shows with “small screen”, which is suggested to be avoided. In short, the verification result shows the ability for mouse manipulation, the understanding of the association between the screen and the mouse among the 3 interviewees have gradually improved and enhanced via the “teaching material” training, in which case study A is successfully operated per course material instructions, while case study B, to even migrate the ability of mouse manipulation to other CAL software, it is evident that the practice of “teaching material” will help intellectual disabled students utilize CAL to open the ability for multiple-purpose learning, and to further enhance the learning outcomes.