蔡怡萱

Communication, collaboration, creativity, and critical thinking is the soft power to cultivate talents in the 21st century. Among them, the ability to collaborative problems solving (CPS) is valued by many advanced countries and organizations. However, students with disabilities generally lack social interaction and related cognitive abilities, which makes it difficult to open dialogues, express or struggle to cope with problems. Because of the large differences between students with disabilities, physical and mental development is different from that of ordinary students. They have an urgent and strong need for adaptive collaborative problems solving skills, social interaction teaching and problem behavior counseling. Adaptive Learning, teaching students in accordance with their aptitude, designing appropriate learning environment and teaching strategies is the current learning trend. In response to the need for special student collaborative problem-solving skills improvement, this study developed an online learning platform with students problem-solving in pairs.

Firstly, it integrates the research of today's CPS ability and proposes a CPS skill structure for students with deficits in social interaction ability and poor cognition, as a basis for evaluating and teaching students to promote problem-solving skills. Then, design a “collaborative problem-solving ability development model” that integrates multiple learning theories, provide situated learning. And the system will supervise students' learning and tutoring, by using techniques such as digital games, artificial intelligence and data science. In this study, this experiment is to verify its feasibility and this development mode method in the “Digital Game-Based Smart Learning Platform”.