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特殊教育學報 TSSCI

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篇名 擴增實境(AR)之比與比值數學教材對國小六年級學習障礙學生學習及課堂注意力成效提升之探討
卷期 51
並列篇名 The Effects of Learning and Attention in the Classroom for Students with Learning Disabilities by Using Augmented Reality in Rate and Ratio Instruction
作者 蔡浩軒孟瑛如
頁次 065-100
關鍵字 學習障礙擴增實境數學學習比與比值課堂注意力students with learning disabilitiesaugmented realitymathematics learningrate and ratioattention in the classroomTSSCI
出刊日期 202006
DOI 10.3966/207455832020060051003

中文摘要

本研究利用擴增實境(AR)設計數學比與比值教材,以單一受試研究法之撤回設計研究4位國小學習障礙學生,進行每週3次,持續8週,共24次教學。透過改編「課堂注意力行為檢核表」、自編「數學學習成效測驗」、數學診斷測驗(MDA)及訪談瞭解本教材對受試者的學習成效及課堂注意力成效。以目視分析法及C統計分析發現:(1)使用擴增實境(AR)教材教學後,受試者在自編「數學學習成效測驗」上比與比值學習成效達顯著,顯示學習具立即與維持成效,未使用擴增實境(AR)教材教學的圓面積學習成效顯著下降,同時MDA後測與前測結果相較下,百分等級皆提升,在比與比值題型作答皆正確;(2)根據改編「課堂注意力行為檢核表」,受試者在課堂注意力之圖畫、語文、推理注意力向度上皆具立即提升成效;(3)AR數學教材搭配教學介入,對於受試者認知負荷測量有學習反應時間上的個別差異,顯示學習障礙學生在計算能力上確實有瓶頸,但經教學介入後,正確率皆上升,顯示確實能降低認知負荷量並依照自身學習速率進行學習。

英文摘要

This study used Augmented Reality (AR) to design mathematical instruction in rate and ratio and single subject withdraw design to evaluate effects of the 4 six grade students with learning disabilities on learning and attention in the classroom. The instruction lasted 8-weeks and was performed three times a week. Instruments were adapted “Classroom Attention Behavior Checklist”, self-administered “Mathematics Learning Effectiveness Test”, Mathematical Diagnostic Test (MDA), and interviews. The findings of visual analysis and C statistic showed that: (1) After using AR in teaching rate and ratio, the participants demonstrated significant achievement of learning outcomes in the rate and ratio on the self-administered Mathematics Learning Effectiveness Test, indicating an immediate and sustain effective learning. The achievement of learning outcomes in the circular has de-creased significantly without using AR in the classroom. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests on the Mathematical Diagnostic Test (MDA). (2) The participants’ attention in drawing, language, and reasoning were better than before, according to the results of adapted “Classroom Attention Behavior Checklist”. (3) Individual differences existed in cognitive load and reaction times when using AR in the classroom, indicating that computational skills acts as a bottleneck for the students with learning disabilities. The teaching intervention did increase the percentage of correct answers and reduce cognitive load of the participants so they can learn at their own pace.