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系統識別號 U0026-1908201517145700
論文名稱(中文) 自閉症學生之適性化同理心學習方法與實現技術研發
論文名稱(英文) Adaptive Method and Enabling Technology of Empathy Learning for Students with Autism
校院名稱 成功大學
系所名稱(中) 製造資訊與系統研究所
系所名稱(英) Institue of Manufacturing Information and Systems
學年度 103
學期 2
出版年 104
研究生(中文) 吳培甄
研究生(英文) Pei-Zhen Wu
學號 P96024079
學位類別 碩士
語文別 中文
論文頁數 113頁
口試委員 指導教授-陳裕民
共同指導教授-朱慧娟
口試委員-廖敏如
中文關鍵字 自閉症  數位學習  適性化學習  社會互動  同理心 
英文關鍵字 Autism  E-learning  Adaptive learning  Social interaction  Empathy 
學科別分類
中文摘要 近年來自閉症議題日益受到各國的重視,但自閉症之發生率仍高居不下且有增長的趨勢。自閉症的特徵會隨著年齡和智商程度而不同,但都有一共同缺陷-「社會互動能力缺陷」。社會互動能力不足可能導致各種不良的後果,相反的,能讓自閉症者有能力去參與及負起生活責任,提高獨立生活及就業的可能性。探討自閉症「社會互動」缺陷的原因,許多研究皆證明關鍵原因為其缺乏認知同理心所致,因此他們難以估計及明白他人的行為導致無法與他人進行良好的社會互動。
數位時代的來臨,科技與網路技術的革新,不僅為人們帶來便利的生活,也改變了學習的方式。數位學習能有效提高學習動機與成效。然而,自閉症在身心發展和學習等方面的特質有別於普通學生,如缺乏學習動機、類化的困難以及注意力不足等等特質,因此較難依照傳統方式學習,且每位自閉症者特質差異非常大,因此,針對自閉症學生個別差異給予適性化教學顯得非常重要。
有鑑於此,本研究以自閉症學生社會互動能力提高為目標,發展一適性化同理心學習方法並開發其實現技術與系統,針對自閉症學生的同理心缺陷,規劃課程排序,提供適性化的教學內容。
最後,透過實驗,發現本研究所提之適性化同理心學習方法確實能有效提升自閉症學童同理心能力;且對於自閉症學童來說,適性化學習之學習成效比非適性來得好;而本研究所提之兩同理心學習策略:「社會故事暨區辨嘗試策略」與「思考泡泡暨故事腳本策略」確實皆能有效提升其同理心能力,且前者比後者來得更為有效。另外,本研究也證實自閉症學童同理心能力的提升確實能幫助其社會互動能力提升。
英文摘要 Autistic characteristics vary with age and intelligence, but they have one thing in common–“deficits in social interaction ability”, the key reason for which is their lack of cognitive empathy as confirmed by many studies. Several studies also have confirmed that digital and adaptive learning is of great help to autism, therefore, this study aims to improve autistic students’ social interaction ability, thus developing a digital and adaptive empathy learning method as well as its implementation technology and system. For autistic students’ empathy defects, the study uses the TOPSIS multi-criteria decision making algorithm to plan course order, and provides adaptive personalized teaching content. Finally, it’s found through experiments that the digital and adaptive empathy learning method mentioned in this study can effectively improve autistic children’s capability to empathize effectively. Besides, the effectiveness of adaptive learning is better than that of non- adaptive for autistic children. While the two empathy learning strategies “Social Story & Discrete Trial Teaching” and “Thought Bubble & Story script” mentioned in this study really can effectively enhance their capability to empathize, and the former is much more effective than the latter. In addition, the study also confirmed that the improvement of autistic children’s capability to empathize really helps to enhance their social interaction ability.
論文目次 摘要 I
Abstract II
誌謝 VI
目錄 VII
表目錄 IX
圖目錄-X
第一章、緒論 1
1.1研究背景 1
1.2研究動機 2
1.3研究目的 3
1.4研究問題 4
1.5研究項目與方法 4
第二章、文獻探討 6
2.1自閉症與社會互動關係 6
2.2數位學習(e-Learning)與自閉症 9
2.3教導自閉症社會互動能力之數位學習相關研究 10
第三章、方法設計與技術開發 14
3.1適性化同理心學習方法設計 14
3.1.1理論說明 14
3.1.2方法設計 15
3.2學習策略與課程設計 23
3.2.1學習策略設計 23
3.2.2學習課程設計 30
3.3適性化課程規畫方法設計 32
第四章、平台開發與驗證 45
4.1適性化同理心學習系統架構設計 45
4.2實作環境介紹與系統功能展示 49
4.2.1實作環境 49
4.2.2系統功能展示 49
4.3實驗與分析 62
4.3.1研究對象 62
4.3.2實驗設計 66
4.3.3結果分析 69
第五章、結論與建議 94
5.1結果與討論 94
5.2建議 97
參考文獻 99
附錄一:國小自閉症兒童同理心量表 106
附錄二:社會適應評量表 109
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