注意力不足過動症學生使用沉浸式虛擬實境爵士打鼓遊戲降低干擾行為之效用

Abstract

本研究旨在探討沉浸式虛擬實境(IVR)爵士鼓遊戲對國中注意力不足過動症(ADHD)學生干擾行為的影響。研究採用單一受試多基線跨受試者設計，以新北市某完全中學三位經鑑定為情緒行為障礙且符合ADHD診斷標準之國一學生為研究對象，歷時八週，每週固定觀察一天，在第四節與第五節課堂中進行干擾行為紀錄。研究歷程分為基線期、介入期、褪除期與再次介入期，第一、二週作為基線期，採用行為觀察記錄表測量學生干擾行為；第三、四週實施IVR爵士鼓打鼓介入，於第四節課後的午休進行；第五、六週為無介入的褪除期，暫停介入以觀察行為是否回復至基線水準；第七、八週則重複第三、四週的介入程序。全程蒐集干擾行為差異量資料，以視覺分析與Tau U效應量統計進行評估，並輔以90%信賴區間與重疊百分比指標，以驗證IVR爵士鼓遊戲介入對五項干擾行為（離座、做自己的事、不適當聲音、衝動反應、肢體扭動不安）之影響。研究結果顯示，三位參與者在「做自己的事」、「不適當聲音」與「肢體扭動不安」三項行為中，於介入後均呈現高度穩定的下降趨勢，顯示介入成效顯著且具一致性與再現性。「離座」與「衝動反應」行為則於視覺趨勢中皆呈明顯下降，雖統計未全數達顯著水準，但平均水準變化與趨勢一致性支持其介入效益具實質意義。整體而言，IVR爵士鼓介入在「不適當聲音」、「做自己的事」以及「肢體扭動不安」這三個干擾行為中展現有效且穩定的行為調整，不僅可即時減少ADHD學生在課堂中干擾表現，亦具有良好之介入維持與再現成效，驗證其作為特殊教育輔助教學工具之實用性與發展潛力。The purpose of this study was to investigate the effects of an immersive virtual reality (IVR) jazz drumming game on the disruptive behaviors of junior high school students with Attention Deficit Hyperactivity Disorder (ADHD). A single-subject multiple baseline across participants design was adopted. Three seventh-grade students in a public secondary school in New Taipei City, identified as having emotional and behavioral disorders and meeting ADHD diagnostic criteria, participated in the study. The intervention lasted for eight weeks, with weekly observations conducted during the fourth and fifth class periods.The experimental phases included a baseline phase (Weeks 1–2), an intervention phase (Weeks 3–4), a withdrawal phase (Weeks 5–6), and a re-intervention phase (Weeks 7–8). The intervention consisted of two weekly 15-minute sessions of an IVR jazz drumming game, conducted during the lunch break prior to the fifth period. Disruptive behavior data were collected using behavioral observation records, with measures calculated as the difference between fourth and fifth period behavior frequencies. Visual analysis, Tau-U effect size, 90% confidence intervals, and percentage of non-overlapping data were used to evaluate the intervention’s effectiveness on five types of disruptive behaviors: leaving seat, doing unrelated tasks, inappropriate vocalizations, impulsive responses, and motor restlessness.The results of the study showed that all three participants showed highly stable decreases in the behaviors of “doing one's own thing”, “inappropriate sounds”, and “body writhing” after the intervention, indicating that the effectiveness of the intervention was significant, consistent, and reproducible. The behaviors of “leaving the seat” and “impulsive reaction” showed significant decreases in the visual trend. Although not all of them were statistically significant, the changes in the mean level and the consistency of the trend supported that the benefits of the intervention were of substantial significance.Overall, the IVR jazz drum intervention showed effective and stable behavioral adjustments in the three interfering behaviors of “inappropriate sounds,” “doing one's own thing,” and “body twisting and restlessness,” which not only could reduce the interfering behaviors of ADHD students in the classroom, but also had good intervention maintenance and reproducibility, which validated its usefulness and development potential as a special education supplemental teaching tool.