近年來，資訊科技發展日新月異，帶來生活上相當多的便利，其中平板電腦也被大量運用於教學現場，使學生能藉由操作平板電腦中的數位遊戲來學習，並期冀透過有別於傳統學習方式找到新的模式。
本研究以3位由新北市特殊教育學生鑑定及就學輔導會鑑定為國小特教班自閉症學生為研究對象，身心障礙程度分別為中度二位、重度一位，採用單一受試研究法之跨受試多探試實驗的研究方法，藉由自我照顧分類遊戲的介入，透過遊戲操作秒數的數據變化量進行視覺分析與資料處理，並使用自編的老師與家長問卷訪談蒐集並瞭解研究參與者的特教班導師與其家長對於數位遊戲介入自我照顧分類能力教學的滿意度及相關想法或建議；同時，在教學實驗結束後，請三位研究參與學生填寫學習興趣問卷，以瞭解研究參與學生對此實驗教學的興趣及態度。分析數位遊戲對於研究參與者分類能力學習效果的影響。企圖了解國小特教班自閉症學生的分類能力，以及數位遊戲對國小特教班自閉症學生學習分類能力的助益。
根據本研究之研究目的與問題，歸納出以下結論。
一、應用數位遊戲進行自我照顧水果食用方式之分類能力教學，對三位國小特教班自閉症學生具有學習成效。
二、應用數位遊戲進行自我照顧依據場合選擇服裝之分類能力教學，對三位國小特教班自閉症學生具有學習成效。
三、三位研究參與者在教學實驗介入期結束，維持期階段，操作遊戲的秒數仍有持續減少的現象，顯示具有持續學習的情況。
四、老師及家長對本研究成效持正向態度，並支持鼓勵研究者可以多給予學生新的遊戲教學，甚至可以讓其他學生也一起參與。
五、用數位遊戲教學可以幫助自閉症學生在學習上提升專注力表現及在學習上具有學習動機及學習興趣。
綜合以上研究結果，提出對未來研究與國小自閉症學生應用數位遊戲教學之相關建議。
關鍵字：數位遊戲、自閉症、自我照顧、分類能力

Abstract
In recent years, the rapid development of information technology has brought about a lot of convenience in life. Among them, Pad have also been widely used in teaching sites, how it can enable autism students to learn by operating digital games was studied in three students from the New North City Special Education Student focused on autistic students. The degree of physical and mental impairment of participants were moderately and severely, using a single study. The method of multi-exploration experiment of the cross-test is based on the intervention of category game in relation to self-life caring. The research method by collecting data based on recording the activity change in game process at every 300 seconds. In addition, using the self-edited "Teacher and Parent Questionnaire Interview" to collect the opinion of how parents satisfied the digital game to develop self-care category ability. Finally, after the end of the teaching experiment, please ask the three students to fill in the “Learning Interest Questionnaire” To understand the interest and attitude of students participating in this experimental teaching. After applying C statistical method, the results of this study indicated:
1.The application of digital games to the category ability in types of fruits related to self-life care, the three autism students are effective learning results.
2.The application of digital games to the category ability in types of the occasion to choose clothing related to self-life care, for the three autism students are effective learning results.
3.The three research participants at the end of the teaching experiment intervention period, the maintenance period, the number of seconds to finish the game unit indicating continues to decrease, showing continuous improvement of learning.
4.Teachers and parents have a positive attitude towards the effectiveness of this study, and support the encouragement of researchers to give students more new games to for students with different special need to learn.
5.The application of digital game teaching can help autism students to improve their performance in learning and have learning motivation and interest in learning.

Based on the above research results, the author puts forward relevant suggestions for the future research and the application of digital game teaching to students with autism.

Keywords: digital games, autism, self-care, category

中文文獻　　
王省吾(1980）。圖書分類法導論新一版(4頁)。臺北：中國文化大學。
王大延(1993)。自閉症者的特徵。特殊教育，52 ，7-13。
王佳欣(2010)。高年級學童分類技能之探討－以認識校園植物活動為例。國立嘉義大學科學教育研究所。
王維君、陳靜潔(2014)。人機互動音樂教學應用於自閉症兒童之研究。藝術教育研究，28，35-60。
朱經明(1997)。特殊教育與電腦科技。臺北：五南。
何華國(2001)。特殊兒童心理與教育。臺北：五南。
李淑貞(2009)。國際健康功能與身心障礙分類系統（翻譯文件）。行政院衛生署 97-99 年度委託科技研究（編號：DOH97-TD-M-113-97017）。臺北市：國立陽明大學輔助科技研究中心。
阮建睿(2011)。多媒體河內塔遊戲對於輕度智能障礙學生之型式認知能力的探討。亞洲大學數位媒體設計學系碩士論文。。
杜正治(2010)。單一受試研究法。臺北：心理。
林寶貴、張正芬、黃玉枝（民81）。臺灣區智能不足學童語言障礙調查研究。聽語會刊，8，13-40。
林意紅(譯)(2002)。從遊戲中學習數學(原作者：Sandra Waite-Stupiansky & Nicholas G. Stupiansky)。臺北：信誼基金。
林惠芬(2007)。智能障礙者教育。載於許天威、徐享良、張勝成（編），新特殊教育通論（137-162頁）。臺北：五南。
林素卿(2009)。潛在課程之研究：以一所公辦民營學校為例。教育科學研究期刊，54（1），179-208。
林霓苗(2012)。平板電腦改善自閉症兒童溝通之研究。國立台灣大學資訊工程學研究所。
俞筱鈞(1982)。人類智慧的探索者-皮亞傑(146-147頁)。臺北：允晨文化公司。
洪暉鈞、楊叔卿(2014)。手持載具之英文字版連線遊戲系統設計以增強國民小學英文字彙學習投入與成效研究。數位學習科技期刊，6(2)，1-24。
胡述兆(1995)。圖書館與資訊科學大辭典(348頁)。臺北：漢美。
姚宗威、顏瓊芬（2007）。中文與英文對生物分類概念學習造成的不同影響。網址：http: / /www.nknu.edu.tw/~gi s e/17year s /F08.doc。
侯宗賢(2007)。電腦遊戲對於智能障礙學童手顏協調學習影響之研究。國立台灣體育大學碩士論文。
曹純瓊(1994)。自閉症兒與教育治療。臺北：心理。
陳柏棻(1994)。職前生物教師動物分類知另有概念之研究。國立彰化師範大學科學教育研究所。
陳榮華(1995)。智能不足研究－理論與應用。臺北：師大書苑。
莊志彥、蘇育任（1999）。國小學童知覺選擇與動物分類概念之研究。科學教育學刊，7（2），135-156。
莊建儒(2009)。多媒體教學運用於資源班學生補救教學之研究(未出版之碩士論文)。國立高雄師範大學工業科技教育研究所。
陳嘉甄(2001)。自閉症兒童生活及人際溝通電腦輔助教學系統之發展：以「我會買東西」主題教學為例。教育部九十年度行動研究成果報告。
曹雅茜、楊熾康(2009)。遊戲式CAI 教學方案對提升國小高功能自閉症學童動作能力之研究。東臺灣特殊教育學報，11，129-152。
教育部(2011)。國民教育階段特殊教育課程綱要。生活管理領域。臺北：教育部。
教育部(2013)。身心障礙及資賦優異學生鑑定辦法。教育部全球資訊網主管法規查詢系統。取自http://edu.law.moe.gov.tw/index.aspx
教育部(2014)。特殊教育法。臺北：教育部。
陳政見、吳佳臻(2015)。肢體障礙者之教育。載於王文科(編)，特殊教育導論(219-249頁)。臺北：五南。
教育部(2016)。幼兒園教保活動課程大綱。臺北：教育部。
黃達三(1993)。國小學生分類能力初探。國科會專題研究計畫成果報告。(編號： NSC-81-0111-S-143-501-N）。臺北：中華民國行政院國家科學委員會。
張雪君(1995)。淺談兒童的分類能力，南投文教，8，64-69。
張正芬(2001)。自閉症學生的特色及學習特點。自閉症學生體育教學研習會(22-24頁)。臺北：國立臺灣師範大學體育研究與發展中心。
鈕文英、吳裕益(2015)。單一個案研究法─研究設計與後設分析。臺北：心理。
張基成、林冠佑(2016)。從傳統數位學習到遊戲式數位學習―學習成效、心流體驗與認知負荷。科學教育學刊，24(3)， 221-248。
鄒小蘭(1994)。特殊班電腦輔助教學應用實例與成效。特教園丁，9(4)，39-47。
廖曉慧(2013)。3D悅趣式學習對國小六年級分數之單位量概念補救教學之研究。國立新竹教育大學碩士論文。
蔡政宏(2011)。實現自閉症孩童之互動式機器人教學系統(未出版碩士論文)。新竹市國立交通大學碩士論文。
鄧文(2012)。多元媒材融入分享是閱讀方案對發展遲緩兒童閱讀行為之成效研究(未出版之碩士論文)。臺北市立教育大學碩士論文。
蕭金慧(2001)。電腦輔助教學在輕度智障兒童認字學習之研究。國立嘉義大學碩士論文。
謝美鈴(2013)。3D悅趣式學習對國小二年級學習分數概念之研究。國立新竹教育大學碩士論文。
謝錦忠(2014)。使用同儕互教行動數學遊戲式學習法融入國小三年級分數概念教學成效之研究。國立台北教育大學碩士論文。
簡晨卉(2013)。數位遊戲式學習在城鄉國小數學加減法學習成效之研究。國立台中教育大學數位內容科技學習碩士論文。
羅雅宣(2012)。使用智慧型手機為操控人機介面之數位互動遊戲設計研究-以「釣魚遊戲」為例。國立臺北教育大學理學院數位科技設計學系玩具與遊戲設計研究所。
蔡福興、游光昭、蕭顯勝(2010)。影響數位遊戲式學習行為與學習遷移成效之因素探討。教育科學研究期刊，55（2），167-206。
蘇麗芳(2011)。實用語文課程結合多媒體電腦遊戲教學策略對國小智能障礙學生學習成效之探究，特殊教育與輔助科技學報，3，159-191。
經濟部(2004)。資策會MIC經濟部IT IS計畫。臺北：經濟部。

英文文獻
American Psychiatric Association［APA］(2013). Diagnostic and statistical manual of mental disorders (5th ed.) Washington, DC: Author.
Annetta L. A., Minogue J., Holmes S.Y., & Cheng M.-T. (2009) Investiga-
ting the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53, 74–85.
Baecker, R. M., & Buxton, W. (1987). Readings in human computer inter-
action: A multidisciplinary approach. San Mateo, CA: Morgan Kauf-
mann.
Baldwin, D. A., Markman, E. M., & Melartin, R. L. (1993). Infants' ability to draw inferences about non obvious object properties: Evidence from exploratory play. Child Development, 64, 711-728
Berman, M. (2011). Gabrielle Giffords tweets “happy birthday” to astro-
naut husband. Celebrity Diagnosis. Retrieved from http://www.celebritydiagnosis.com/2011/02/gabrielle-giffords-tweets-happy-birthday-to-astronaut-husband/
Bigge, J.L., Stump, C.S., Spagna, M.E., & Silberman, R.K. (1999). Cur-
riculum, assessment and instruction for students with disabilities. Belmont, CA: Wadsworth
Brolin, D. E. & Kokaska. J. C. (1979) Career education for handicapped children and youth. Columbus: A Bell & Howell Company.
Bronfenbrenner, U.(1979). The ecology of human development. Mass: Harvard University Press.
Chang, C. C., & Yang, F.Y. (2010). Exploring the cognitive loads of high school students as they learn concepts in web-based environments. Computers & Education, 55(2), 673-680.
Clark, D. (2007). Games, motivation & learning. Caspian Learning.
Cronin, M. (1996). Life skills curricula. Journal of Learning Disabilities, 29(1), 53-68.
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
Desch, L. (2008). The spectrum of assistive and augmentative technology for individuals with developmental disabilities. In P. Accardo (Ed.), Capute and Accardo’s neuro developmental disabilities in infancy and childhood (3rd ed., Vol. 1, pp. 691-719). Baltimore, MD: Paul H. Brookes.
Garris, R., Ahlers, R., & Driskell；J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming,33(4), 441-467.
Gearheart, B. R. (ed.) (1980). Education for The 80s. St. Louis: The C.V. Moisby.
Gelman, S. A., & Coley, J. D. (1990). The importance of knowing that a dodo is a bird: Categories and inferences in 2-year-old children. Developmental Psychology, 26, 796-804.
Girard, C., Ecalle, J., & Magnan, A. (2012). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.
Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439.
Grandin, T. (1995). How people with autism think. In E. Schopler & G. B. Mesibov (Ed.), Learning and congnition in autism (pp. 137-156) New York, NY: Plenum Press.
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2007). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5-6), 511-537.
Hasdai, A., Jessel, A. S., and Weiss, P. L. (1998). Use of a computer simulator for training children with disabilities in the operation of a powered wheelchair. American Journal of Occupational Therapy, 52(3), 215-220.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Orlando, FL: Naval Air Warfare Center.
Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69-82.
Hogle, J. G. (1996). Considering games as cognitive tools: In G. A. Athens (Ed.), Search of effective “edutainment: University of Georgia. (ERIC Document Reproduction Service No. ED425737)
Inhelder, B., and Piaget, J. (1969). The early growth of logic in the child. New York: Norton.
Jannink, M. J., Wilden, G. J., Navis, D. W., Visser, G., Gussinklo, J., & Ijzerman, M. (2008). A low-cost video game applied for training of upper extremity function in children with cerebral palsy: A pilot study. Cyberpsychol Behavior, 11(1), 27-32.
Klawe, M. (1998). The effective design and use of educational computer games. Retrieved from http://www.learninglab.org.uk/asp/videodetails.asp?ses=&videoID=2
Klawe, M. (1998). When does the use of computer games and other interactive multimedia software help students learn mathematics? In Proceedings of the Technology and NCTM Standards 2000 Conference.
Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for no verbal autistic children. Journal of Autism and Developmental Disorders, 17, 187-200.
Lorant-Royer, S., Munch, C., Mesclé, H. & Lieury, A. (2010). Kawashima vs. “Super Mario”! Should a game be serious in order to stimulate cognitive aptitudes? European Review Applied Psychology, 60, 221-232.
Lowrie, T. & Jorgensen, R. (2011). Gender Differences in Students' Mathematics Game Playing. Computers & Education, 57(4), 2244-2248. Retrieved from https://www.learntechlib.org/p/167320/
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychology, 38(1), 43-52.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
McCord, K. (2012). The ipad and children with autism: Two case studies, In Lyn E. Schraer-Joiner (Ed.), Proceedings of the 19th ISME Commission Seminar on Music in Special Education, Music Therapy, and Music Medicine (pp. 97-105). International Society for Music Education, Greece. Retrieved from http://issuu.com/official_isme/docs/2012_specialed_proceedings?viewMode=magazine&mode=embed
Mesibov, G. B., Adams, L. W., & Klinger, L. G. (1997). Autism: Under-
standing the disorder. NewYork, NY: Plenum Press.
Nelson, B. C., Kim, Y., Foshee, C., & Slack, K. (2014). Visual signaling in virtual world-based assessments: The SAVE science project. In-
formation Sciences, 264, 32-40.
O’Neil, H.F., Waines, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curric-
ulum Journal, 16(4), 455-474.
Piaget, J. (1965). Play, dreams, and incitation in children. NY: W.W. Norton.
Piaget, J. (1969). The child’s concept ion of the world. Totowa, NJ: Little-
field.
Polloway, E.A., Pat ton, J.R. & Serna, R. (2007). Strategies for teaching learners with special needs. Edwoodge Cliffs, NJ: Prentice Hall.
Preece, J. (1994). Human-computer interaction. New York, NY: Addison-
Wesley.
Prensky, M. (2007). Digital game-based learning. New York, NY: McGraw-Hill.
Rinaldi, M. C. (2000). Using adaptive video game technology as therapeutic tool. Master of Biomedical Engineering Thesis. The Catholic University of America School of Engineering.
Rosch, E., Mervis, C.B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic object s in natural categories. Cognitive Psychology, 8, 382 -439.
Sakemiller, L. M. and Nelson, D. L. (1998). Eliciting functional extension in prone through the use of a game. American Journal of Occupational Therapy, 52(2), 150-157.
Schiffman, G., Tobin, D., & Buchanan, B. (1982). Microcomputer instruction for the learning disabled. Journal of Learning Disabilities, 15(9). 557-559.
Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648-658.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528.
Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill.
Tryon, W. W. (1982). A simplified time-series analysis for evaluating treatment interventions. Journal of Applied Behavior Analysis, 15, 423-429.
Wehman, P., (1996). Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore: Paul H. Brookes.
Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-
determination to students with disabilities. Baltimore Paul H. Bookes.
Williams, C. (2008). Creative engagement in interactive immersive environments. Digital Creativity, 19(3), 203-211.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265.