擴增實境結合影片提示策略對國小學習障礙學生學習分數運算之成效研究

Using Video Prompting with Augmented Reality to Teach Fraction Calculation to Elementary School Students with Learning Disability

10.6173/CJSE.202303_31(1).0004

黃郁雯(Yu-Wen Huang)；吳柱龍(Chu-Lung Wu)

分數運算 ； 影片提示 ； 學習障礙學生 ； 擴增實境 ； Fraction Calculation ； Video Prompting ； Learning Disability ； Augmented Reality

科學教育學刊

31卷1期（2023 / 03 / 01）

81 - 107

繁體中文;英文

分數概念的習得是國小學生在學習數學時一個重要的指標項目，但因為分數的概念抽象不易瞭解，常造成國小學習障礙學生的學習困難。因此，本研究旨在提出一套擴增實境結合影片提示策略的教學模式，並探討其對國小學習障礙學生學習分數運算之成效。研究以單一受試研究法中之跨受試多探試設計為研究方法，研究對象為三名就讀國小資源班之學習障礙學生，自變項為擴增實境結合影片提示策略的教學模式，依變項為分數運算答題正確率的立即、維持及類化成效。教學教材為研究者自編的分數運算解題步驟影片及步驟圖卡，透過擴增實境軟體EyeJack將步驟圖卡與影片進行連結，並利用平板電腦掃描圖卡即可觀看相對應之教學影片。研究者透過曲線圖、視覺分析、Tau-U統計等方式進行資料分析，並輔以滿意度調查表對研究對象和資源班老師進行社會效度分析。研究主要結果指出擴增實境結合影片提示策略對三名國小學習障礙學生學習分數運算均具有立即、維持及類化成效。在社會效度分面，三名研究對象及兩名資源班老師對擴增實境結合影片提示策略教導分數運算均給予正向回饋。根據上述研究結果，能在國小學習障礙學生分數運算的教學上提供具體建議與不同教學方式的選擇，以供特教教學實務工作者及未來相關研究者參考。

Acquisition of the concept of fractions is a vital indicator item for primary school students when they learn mathematics. However, fractions are abstract and difficult to understand, which often causes difficulties for elementary school students with learning disabilities. This study aims to propose a teaching model of video prompting combined with augmented reality and to explore its effect on learning fraction calculations for elementary school students with learning disabilities. This study used a single-case, multiple probe design across subjects. The participants of this study were three students with learning disabilities who studied in elementary school. The independent variable was the teaching intervention of video prompting with augmented reality strategies, and the dependent variable was the immediate effect, maintenance effect, and generalization effect of fraction calculation. The teaching materials were the fraction calculation step videos and step cards compiled by the researcher. The EyeJack APP was used to link the step cards and the step videos, and participants can watch the videos by scanning the step cards with a tablet computer. This study analyzed the data by curve diagram, visual analysis, Tau-U test, and scorer reliability. We also utilized the satisfaction survey data from the participants and their teachers to build social validity. The results of this study showed video prompting with augmented reality teaching strategies presented immediate, maintenance and generalization effects on fraction calculation learning of three elementary school students with learning disabilities. Participants and their teachers gave positive feedback on video prompting with augmented reality teaching strategies teaching fraction calculation learning. According to the above research results, we could provide specific suggestions and another choice for teaching fraction calculation for students with learning disabilities in elementary schools, which can be used as a reference for special education teachers and future related researchers.

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