本研究目的在探討影響智障學生電腦輛助學習成效之相關因素，其探討主軸有二：(1)變項間的現象：以潛在變項徑路分析建立一個智障學生電腦輔助學習成效與其機體變項、電腦操控能力、認知發展、視知－動發展、聽知覺發展之間的因果關係模式。(2)變項內的現象：以變異數分析分別探討不同機體變項（性別×年齡）、不同電腦操控能力（滑鼠操控×鍵盤操控）、不同認知發展（高、低認知發展組）、不同視知－動發展（高、低視知－動發展組）、以及不同聽知覺發展（高、低聽知覺發展組）的智障學生在電腦輔助學習成效的差異。研究者從台南啟智學校抽取161位高職部智障學生進行施測，以測量6個潛在變項的33個觀察變項，最後，測驗資料以SPSS 8.01版、LISREL 8.20版進行統計分析，結果如下：
一、變項間的現象
（一） 就整體而言，智障學生之聽知覺發展、認知發展、電腦操控能力、機體變項、視知－動發展無法顯著影響其CAL成效。
（二） 智障學生之電腦操作能力只與視知－動發展、認知發展之間有顯著相關，而未與聽知覺發展有顯著相關。其視知－動發展與認知發展之間亦存在顯著相關。
二、變項內的現象
（一） 低組學生的教學成效顯然大於高組學生。
（二） 女生在圖形記憶、聲音記憶之教學成效顯然大於男生。
（三） 高鍵盤操控能力組之持續注意顯然大於低鍵盤操控能力組。
（四） 受試者在鍵盤操控能力、認知發展、視知－動發展、聽知覺發展等方面較佳者，所顯露之學習動機亦較高。
（五） 男生對於學習電腦的動機顯然比女生還高。
（六） 受試者對於電腦輔助教學之動機與注意力普遍較平常的傳統教學為佳。
（七） 雖然電腦教學可以提昇學生的注意力，不過，學習內容之難易度仍可影響受試者之持續注意情形。
（八） 受試者對電腦課之所以會產生高於傳統教學的學習動機，可能與電腦所提供之影、音、圖、文的多元刺激和立即回饋之特性有關。
三、本研究於潛在變項徑路分析之統計結果並未支持智障學生電腦輔助學習成效函式（MR-CAL函式）之成立，本研究亦建議一個新的修正模式。

This research mainly aimed to study the factors affecting the computer-assisted learning (CAL) efficacy of the mentally retarded students (MRs), focusing on the following two issues: (1)The relationship among the MRs’ computer-assisted learning (CAL) efficacy and their auditory perception development, cognitive development, computer manipulability, organic variable, and visual perception-motor development. (2)The differences of the MRs’ CAL efficacy between different ability-levels in auditory perception development, cognitive development, computer manipulability, organic variable, and visual perception-motor development.
The subjects were 161 mentally retarded senior high students drawn from Tainan School for the Mentally Retarded. The subjects were tested and 33 manifest variables were measured for 6 latent variables. The data were analyzed with SPSS 8.01 and LISREL 8.20. The major findings were as the following:
1.In terms of the inter-variable phenomenon:
(1) In general, the MRs’ auditory perception development, cognitive development, computer manipulability, organic variable, visual perception-motor development didn’t significantly affect their CAL efficacy.
(2) The MRs’ auditory perception development significantly correlated with their visual perception-motor development and cognitive development. Their computer manipulability didn’t significantly correlate with their auditory perception development, but significantly correlate with their visual perception-motor development and cognitive development whereas both the latter ones significantly correlated mutually.
2.In terms of the intra-variable phenomenon:
(1) The MRs with lower ability-level showed better CAL efficacy than those with higher ability-level.
(2) The female students’ visual and auditory memories were siginificantly superior to the males.
(3) The MRs with higher ability-level in keyboard manipulability showed better attention than those with lower ability-level.
(4) The MRs with higher developments in keyboard manipulability, cognitive development, visual perception-motor, auditory perception showed better motivations than those with lower developments.
(5) The male students showed higher motivations than the females.
(6) The MRs showed better attention and motivation in CAL than did in traditional paper-pencil teachings.
(7) The CAL attracted the MRs’ attention, which was also affected by the difficulty degree of the teaching material.
(8) The MRs’ higher motivation in CAL might be due to the computer functions of multiple stimulus and instant feedback.
3.The proposed MR-CAL function was not supported by the research data, a revised MR-CAL model is suggested accordingly.

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