數位多媒體互動教材對國小啟智班中重度智能障礙兒童交通安全議題之教學成效研究

Effects of Employing Digital Interactive Multimedia Materials to Traffic Safety Issues for Moderate-To-Severe Mental Retardation Elementary School Students

本研究以Heinich、Molenda、Russell與Smaldino（2002）所提出的數位多媒體教材設計模式ASSURE為主軸，整合多層次教學與評量法、多感官學習、課程設計原則等，實作一多媒體教材。並以國小啟智班中、重度智能障礙兒童為對象設計交通安全議題，共區分交通工具、交通規則、數的概念、交通工具搭乘與評量五大區塊為範疇設計。將此教材實際以三名國小啟智班中、重度智能障礙兒童為對象，探討其學習成效與教師教學使用之感受。研究結果顯示，透過power point軟體所設計的互動式數位教材對於國小特教班中、重度智能障礙學童在學習的立即成效與保留成效皆有大幅度的提升；且教師在教學過程也對於以ASSURE模式所設計的數位教材內容有設計的課程有高度的認同；學習者在課堂中透過本研究設計的課程也提升學習的動機，顯示本研究所設計的數位互動式教材內容對於應用在國民小學特教班中、重度智能障礙族群的教學是有用且具有成效的。

This study adopts the ASSURE approach proposed by Heinich, Molenda, Russell, and Samldino (2002) and integrated with the multi-level instruction and assessment, multi-sensory learning, and the curriculum design principles to develop the digital interactive multimedia materials for traffic safety issues for moderate-to-severe mental retardation elementary school students. The implementation effect of the digital interactive multimedia materials and the instructors’ feedback are explored and analyzed. The subjects of this study were three moderate-to-server mental retardation elementary school students. The themes of the road safety issues contain distinguishing types of transportation, traffic rules, concept of numbers, riding transportation, and assessment. The findings of this study show that the digital interactive multimedia materials can enhance the moderate-to-severe mental retardation elementary school students’ learning motivation as well as their immediate and retention effects. Finally, the instructors’ teaching feedback reveals that the ASSURE approach integrated digital interactive multimedia materials are effective and beneficial for the special education.