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研究生: 傅沂瑾
Fu, Yi-Chin
論文名稱: 應用AR增益自閉症患者兒童學習華語:以美國洛杉磯之中文習得者個案為例
Applying AR to enhance children with autism to learn Chinese:A Case Study in Los Angeles
指導教授: 洪榮昭
Hong, Jon-Chao
學位類別: 碩士
Master
系所名稱: 華語文教學系海外華語師資數位碩士在職專班
Department of Chinese as a Second Language_Online Continuing Education Master's Program of Teaching Chinese as a Foreign Language
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 95
中文關鍵詞: 擴增實境(AR)高功能自閉症(HFA)沉浸式教學感官遊戲單一個案研究
英文關鍵詞: Augmented reality (AR), Immersive teaching, Sensory play, High functioning autism (HFA), Single case study
DOI URL: http://doi.org/10.6345/NTNU202100152
論文種類: 學術論文
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  • 擴增實境(Augmented Reality,簡稱AR)創造了一種技術,它能將電腦生成的虛擬影像資訊瞬間疊加到即時、直接或間接的現實世界環境中,以無縫的方式彌合現實與虛擬之間的差距。. 虛擬物體和真實環境的共存,使學習者能夠想像複雜的空間關係和抽象概念;其內容是在現實世界中合成的,能讓參與者在一個混合現實的合成物體中與一個2D和3D設備同步進行互動。然而,時至今日很少有關高功能自閉症患者學習漢語作為第二語言的研究討論。因此,本研究的主要目的是進一步探討 AR數位工具結合沉浸式和感官遊戲教學方法應用於高功能自閉症(HFA)漢語學習的效果。
    本研究最主要為以AR 數位工具結合沉浸式和感官遊戲教學法的三合一混成教學,進一步探討將此三合一混成教學應用在高功能自閉症患者(High-functioning autism,簡稱HFA)以中文習得者之實驗效果做初步探討。本實驗以1名高功能自閉症患者中文第二語言習得者為例。經觀察及訪談母親,研究結果中顯示高功能自閉症患者(FHA)習得者在中文學習上在認知(如圖卡辨識力)與情意(如學習動機)確實有顯著的進步。希望藉由本研究能幫助更多在語言學習障礙上的學童或執教者有足夠的資訊,藉此參考在未來的學習或教學上能將 AR運用及實踐。

    Augmented Reality (AR) creates a technology that instantly overlays computer-generated virtual image information onto real-time, direct or indirect real-world environments, bridging the gap between reality and virtual in a seamless manner. . The coexistence of virtual objects and real environments allows learners to imagine complex spatial relationships and abstract concepts; participants interacted with a 2D and 3D device in a mixed-reality synthetic object whose content was synthesized in the real world. However, a few studies have discussed high-functioning autistic students learning Chinese as a second language. Therefore, the main purpose of this study was to further explore the effects of AR digital tools combined with immersive and sensory game teaching methods applied to Chinese language learning in high-functioning autism (HFA).

    This experiment is based on a three-in-one hybrid teaching fusion targeting one high-functioning autism who was English native speaker. The research results show that high-functioning autistic learners have indeed made significant progress in Chinese learning on cognitive factors (e.g., card recognition) and affective factors (e.g., learning motivation). Expectedly, this study can help more children with learning disabilities have enough information to refer in future learning or teaching for special needs.

    目次 中文摘要 ii Abstract iii 目次 iv 第壹章 緒論 1 第一節 研究背景與動機 2 第二節 研究目的 4 第三節 研究範圍與限制 6 第四節 研究流程與架構 10 第五節 名詞解釋 11 第貳章 文獻探討 14 第一節 特殊兒童的語言學習與大腦發展 14 第二節 特殊兒童的語言發展 16 第三節 自閉症兒童的感官統合 18 第四節 自閉症兒童的語言發展 21 第五節 自閉症兒童的語言學習 22 第六節 遊戲與兒童語言發展 24 第七節 AR 擴增實境與自閉症患者學習 27 第參章 研究方法 34 第一節 研究設計 34 第二節 研究對象 36 第三節 前導研究 41 第四節 研究步驟及程式 43 第肆章 研究結果 62 第一節 觀察評量 62 第二節 質性訪談 64 第伍章 結論與建議 71 第一節 結論 71 第二節 建議及反思 73 參考書目 76 壹、 中文書目 76 貳、 英文書目 77 參、 網路資料 88 附錄 89 表目次 表3- 1個案背景及華語程度 36 表3- 2半結構式問卷-與家長訪談內容表 41 表3- 3教材環境設計對應之AR 教材圖卡說明表 46 表3- 4研究步驟流程表 49 表3- 5九章圖卡-教學目標表 50 表3- 6研究步驟-教學內容流程表 52 表4- 1質性訪談觀察紀錄資料分析 66 圖目次 圖1- 1研究流程與架構 10 圖2- 1大腦的結構和功能 15 圖2- 2雙語處理的雙重編碼 26 圖2- 2感官統合關係 27 圖3- 1小森林從出生到目前的語言學習歷程 38 圖3- 2學習場所佈景與設計 45 圖3- 3 ARTUTOR應用軟體下載截圖 47 圖3- 4 AR教材(共九張圖卡) 48 圖3- 5手機或平板對應AR圖卡即可顯示3D動畫小故事內容示意圖 49 圖4- 1應用AR的學習成效 63

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    參、 網路資料

    ARTUTOR ( 2019 ) 網站。2020.11取自
    https://artutor.ru/。
    ARTUTOR ( 2020 ) 網站。2020.11取自
    https://artutor.org/。
    兒童言語失用症語言治療師。2020.12取自
    https://is.gd/2S60Q5
    基百科網站:Krashen語言習得「五假說」。2020.12取自
    https://is.gd/SNwb6c
    斯維亞托斯拉夫·多夫尼亞,兒童神經學家塔蒂亞娜·莫羅佐娃,臨床心理學家。2020.11取自 http://www.autismaroundtheglobe.org/countries/Russia1.asp
    國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。2020.12取自
    http://terms.naer.edu.tw/detail/1309086/

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