黃俊勳

Jyun-SyunHuang

碩士論文（2012）

身心障礙學生之適性化數位學習模式研發-以數學學習為例

Development of an Adaptive E-Learning Model for Students with Disabilities – Mathematics Learning as an Example

關鍵字 Keywords

數位學習、適性化學習、特殊教育、學習模式

e-Learning、Adaptive Learning、Special Education、Learning Model

摘要

由於資訊科技的進步，數位學習正蔚為潮流，且應用於身心障礙學生亦有不錯之成效，因此身心障礙學生的學習方式以及學習的工具也將逐漸地往數位化的方向邁進。然而身心障礙學生在身心發展和學習等方面的特質有別於一般學生，如注意力缺陷、短期記憶差、抽象推理能力薄弱、學習緩慢等常見的特質；此外，目前數位學習之教材大多缺乏考慮學習者的先備知識、特質與喜好。因此，為輔助特殊學生有效學習，身心障礙學生數位學習應不僅須將課本教材數位化，更應依學生特性以及喜好，動態調整學習內容與呈現方式，引發學生之學習興趣，以提升其相關知識與能力。

有鑒於此，本研究參考相關學習理論及身心障礙學習之特點，設計一身心障礙學生適性化數位學習模式，並依此模式建構適性化數位學習平台，再運用學生個別知識結構規劃其學習路徑，減少多餘的學習時間；預測學生可能發生的學習錯誤並提供預防策略，降低其錯誤出現次數；以學生的學習風格、思考風格與優弱勢能力作為適性化教材的呈現依據，以增進其學習興趣；接著以電腦化適性測驗鑑定學生每單元學習成效，為學生提供難度最適合之試題；若學生出現學習錯誤，透過協同過濾理論選擇最適合學生之補救教學策略，減少學生因調適策略不合適而再次發生錯誤的次數，最後透過實驗驗證學生使用本本數位學習平台後的學習成效。本學習模式能減少身心障礙學生在學習過程中的不適應，且有效調整個別學生的學習速度，使所有學生不因個別能力差異，皆達到其學習目標。

Abstract

Due to advances in information technology, e-learning is an unmistakable trend, and applied to students with disabilities has made a good effectiveness, therefore the learning method of students with disabilities and learning tools will also be gradually towards digitization forward. However, students with disabilities in the physical and m¬¬¬ental development and learning are different from normal students, such as attention deficit, poor short-term memory and abstract reasoning ability, study slowly. In addition, the e-learning materials mostly lack of consider learners' prior knowledge, traits and preferences. Therefore, the e-learning of students with disabilities should not only textbooks digitized, but also adjustment of learning content dynamically in accordance with students' characteristics and preferences, in order to increasing students' interest in learning, and enhance their relevant knowledge and capabilities.

The purpose of this study refer to the characteristics of learning theory and learning disabilities, developing an e-learning model for students with disabilities adaptive, and establish a e-learning platform to verified the effectiveness of the learning model. Finally through a series of experiments to verify the validity of the the students’ effectiveness of learning. The expected benefits of reducing the inappropriateness of students with disabilities in the learning process, and effectively adjust the speed of individual students' learning so that all students can reach their learning goals not due to differences in individual abilities.