沉浸式擴增實境在高職智能障礙學生職業技能訓練之成效

Abstract

隨著科技的快速發展，多媒體教學成為教育界廣泛關注和實驗的領域，其中多媒體教學透過文字、圖片、虛擬實境、擴增實境、混合實境等方式來促進學習，可以顯著提高學生的學習成效、動機和知識獲取。基於具身認知理論及多媒體認知學習理論的基本假設和人類大腦工作方式，若能透過擴增實境（Augmented Reality）技術的應用，可以提供身歷其境的學習體驗，透過虛實環境整合後的互動性和沉浸感，促進學生的學習參與和動機，對於學生的學習表現和參與度有正面影響，有助於提升學習成效和知識傳遞的效率。本研究之目的在探討使用沉浸式擴增實境技術在高職智能障礙學生職業技能訓練中之成效。研究方法採用單一受試法之跨受試者多試探設計，以立意取樣方式選取三位某特殊教育學校高職部服務群科中度智能障礙學生為研究對象，自變項為擴增實境日期排練技能訓練系統，依變項為商品整理實作日期排列技能表現的立即、保留及類化成效。研究工具使用Microsoft HoloLens 2眼鏡及國立臺灣師範大學與國立臺中科技大學共同研發之擴增實境技術訓練系統進行訓練。研究者透過曲線圖、視覺分析及Tau-U統計檢定分析等方式進行資料分析，並輔以使用意願調查表針對研究對象及特教職業課程老師進行社會效度分析。研究結果顯示，擴增實境系統介入訓練後，對於商品日期排列順序技能的正確率具有明顯進步趨勢，且Tau-U檢定顯示於系統訓練介入後與基線期有顯著差異，故具有立即成效；在撤除訓練設備後，技能的正確率表現仍可維持穩定趨勢且Tau-U檢定顯示於介入期至保留期、保留期至類化期間均無顯著差異，表示在撤除訓練系統介入後亦維持有保留成效與類化成效。最後根據研究結果，提供訓練實務上可透過結構化的訓練步驟、情境的調整、以及商品種類調整等相關建議，以及未來或可進一步探討智能障礙學生使用擴增實境之意圖以及影響其使用意圖之相關因子，抑或是可透過團體比較法探究擴增實境對智能障礙者職業技能訓練的成效，做為未來研究與教學上之參考。With rapid technological advancements, multimedia teaching has become a focal point ineducation, leveraging tools like text, images, virtual reality (VR), augmented reality (AR), and mixed reality (MR) to enhance learning outcomes, motivation, and knowledge acquisition. Based on the embodied cognition theory and multimedia learning theory, integrating AR technology can offer immersive learning experiences. The interactive and immersive nature of AR fosters student engagement and motivation, positively impacting learning performance and knowledge transfer.This study investigates the effectiveness of immersive AR technology in vocational skill training for high school students with intellectual disabilities. Using a single-subject multiple probe design across participants, the study involved three moderately intellectually disabled students from a special education vocational school. The independent variable was an AR-based date sequencing skill training system, while the dependent variables were the immediate, retention, and generalization effects on date arrangement skills for product sorting tasks. The training utilized Microsoft HoloLens 2 and an AR system developed by National Taiwan Normal University and National Taichung University of Science and Technology. Data analysis included curve plotting, visual analysis, and Tau-U statistical tests, supplemented by social validity analysis through willingness-to-use surveys targeting students and special education teachers.Results indicated significant improvements in the accuracy of date arrangement skills post-AR training, with Tau-U tests confirming a significant difference between baseline and intervention phases, demonstrating immediate effectiveness. After removing the training equipment, skill accuracy remained stable, with no significant differences observed between intervention and retention phases or retention and generalization phases, suggesting retained and generalized effects.Based on the findings, the study recommends structured training steps, contextual adjustments, and product variety adaptations in practice. Future research could explore factors influencing the intention of students with intellectual disabilities to use AR and employ group comparison methods to further examine AR’s effectiveness in vocational training. These insights can guide future research and teaching practices.