數位遊戲化的聽覺口語法輔助工具之設計 - 政大學術集成

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(1). 立. 政治大. ‧ 國. 學. Design of A Digital Game-Based Auditory Verbal. Nat n. al. er. io. sit. y. ‧. Therapy Assistive Tool. Ch. i Un. engchi. v. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(2) . I. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(3) Abstract Auditory Verbal Therapy is one of the early therapies used on hearingimpaired children. The main purpose of this therapy is to help hearing-impaired children learn speaking and listening, and it focuses on practices in daily life. After interviewing some main caretakers to hearing-impaired children, we found that due to the lack of learning resources, the care takers of the children were often bothered by the preparation of teaching materials. Digital Game-based Learning is an innovative way of learning, which may ameliorate the learners’ motivation toward learning by digital games. This study aimed at integrating Auditory Verbal Therapy and Digital Game-based Learning to make a tool that assisted Auditory Verbal Therapy. The assistive tool may help the hearing-impaired children enjoy learning and also decrease the care taker’s burden of instruction material preparation. We designed a ‘Situated Instructional Game Assistive in Auditory Verbal Drills’ as a prototype to our research. The main function of the game was listening proficiency training. Together with some adorable scenes and interesting images and animations, the game was more entertaining and immersed the children in the scenarios and stories. The prototypical tool allowed the game to have different levels and also allowed the users to create new game levels. The design of the levels in the game was to ask hearing-impaired children to listen to the scenarios and make choices according to the stories they had heard. Creating new game levels was a standard process of making game levels, which provided the main care takers with materials to simply create new levels by adding a few audio II. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(4) components, and the new levels would then be ready for use in instruction. We invited six families with hearing-impaired children to use our prototypical tool under the user-testing stage in this study. Afterwards, we assessed and evaluated the tool by the following methods: Participant Observation, Semi-Structured Interviews and Questionnaire Survey. According of the results of the assessment and evaluation, it is positive that the Situated Instructional Game Assistive in Auditory Verbal Drills’ provided in this study was able to ameliorate the hearing-impaired children’s motivation toward learning. Also, the tool made the preparation of instruction materials more easy and efficient than it was before. In addition, we also found that allowing the hearing-impaired children create a new level in the game would make them more familiar with the scenario and stimulate them to think, which yielded the same results with Auditory Verbal Therapy.. Keywords: Auditory Verbal Therapy, Digital Game-Based Learning, Hearing Impaired, Early Intervention III. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

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(7) 2-1 1993. 2006. ………………………12. 2-2. …………………………………………………..15. 2-3. ………………………………………………………………..21. 3-1. ………………………………………………..25. 3-2. ………………………………………………..25. 3-3. …………………………………………………..30. 3-4. ……………………………………………..31. 3-5. y. sit. ………………………………………………..39. n. al. ……………………………………….………..45. er. io. 5-2. …….…………………………………………..37. Nat. 5-1. …….…………………………………………..35. ‧. 4-2. ‧ 國. 4-1. ……….…………………………………..34. 學. 3-6. 立. 政治大 ………….…………………………………..32. 5-3. Ch. i Un. v. ………...………………………….………..46. engchi. 4. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(8) 3-1. ………………………………………………………………….24. 3-2. ……………………………………………………………..27. 3-3. ……………………………………………………………..28. 3-4. ………………………………………………………..29. 3-5. ………………………………………………....……..29. 3-6 The Smileyometer…………………………………………………………….33 3-7 The Funometer………………………………………………………………..33. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat al. Ch. engchi. 5. i Un. v. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(9) . Oller & Eilers, 1988. Menn & Stoel-Gammon, 2005. Yoshinaga-Itano Sedey. 立. 政治大 Coulter Mehl 1998. ‧. ‧ 國. 學. n. er. io. sit. y. Nat al. Committee on Infant Hearing. Ch. engchi. JCIH. i Un. v. Joint. 2007. 2007. Joint Committee on Infant Hearing, 2007. 2010. 2012 2017 2007 6. 28.70%. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(10) 2016 2016. 90.7%. 2002. 30.3%. 78.1%. Dornan, Hickson, Murdoch, & Houston, 2007; Geers, 2006; Rhoades, 2001. 立. 政治大. ‧. ‧ 國. 學 y sit. io. n. al. er. Nat. —. Ch. engchi. 7. i Un. v. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(11) . ”. 1969 Pollack. Doreen. acoupedic programme 50. 1996. 政治大. 立. ‧ 國. 學. Auditory-Verbal International, 1991 Estabrooks, 1993. ‧. AG Bell, 1991. io. sit. y. Nat n. al. er. Caleffe-Schenck,1992; Lim & Simser, 2005; Goldberg, 1993. Ling. Ch 1993. i Un. v. Estabrooks, 2006, pp.4-5. engchi. Dunst, Trivette, Davis, & Cornwell, 1988. 2014. Smith, Polloway, 8. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(12) Patton, & Dowdy, 2001. Duquette, Durieux-Smith, Olds, Fitzpatrick, Eriks-Brophy, & Whittingham, 2002; Easterbrooks & O’Rourke, 2001; Hogan, Stokes, White, Tyszkiewicz, & Woolgar, 2008; Wu & Brown, 2004; Warner-Czyz, Davis, & Morrison, 2005 ; — 2014 2014. 立. 1.. ‧ 國. 學. 1994. ‧. io. sit. y. Nat. al. n. 2.. Simser, 1993. er. Estabrooks. 政治大. Ch. engchi. i Un. v. Marlowe 1993. Estabrooks, 1993; Simser, 1993 3.. 9. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(13) — Simser, 1993; Estabrooks, 1993 4. Simser, 1993 Pollack et al., 1997. 5.. —. Cole & Flexer, 2007. 學. ‧ 國. 立. 政治大 —. sit er. al. n. Goldberg. y. ‧. io. 6.. Nat. Estabrooks, 1993, 1994; Marlowe, 1993; Simser, 1993. Ch. ─. engchi. i Un. v. 1993. 1. 2.. 10. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(14) 3.. 4.. 5. ─ 6.. 立. ‧ 國 n. al. er. io. sit. y. Nat. 9.. ‧. 8.. 學. 7.. 政治大. 2009. Ch. i Un. v. e nDanser g c h i2016. Kaipa. 2-1 85%. —. 11. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(15) Dornan, Hickson, Murdoch, & Houston, 2007; Geers, 2006; Rhoades, 2001; Lin — , 2011. Kaipa & Danser. 2016. Goldberg & Flexer. 1993. N= 366. = 42.9%. 政治大. 立. 78.5%. 學. ‧ 國. 86.7%. ‧. 2001. 114. y. Nat. Goldberg & Flexer. io. sit. 2009. 2013. n. al. er. 2-1 1993. Ch. Robertson & Flexer. i Un. v. = 36%. engchi. 11.7 N = 319 90%. 1993 85%. Pappas —. 1994 12. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(16) Duncan & Rochecouste 1999. Easterbrook —. 立. 政治57% 大. 2000. ‧. ‧ 國. 學. n. al. er. io. sit. y. 2000. Nat. McCaffrey —. Ch. engchi. i Un. v. Rhoades & Chisolm 2001 100%. 13. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(17) Warner-Czyz —. Dornan —. 2005. 2010. 政治大. 學. ‧ 國. 立. Jackson & Schatschneier. ‧. 2013. n. er. io. sit. y. Nat al. Duncan. Wray —. Ch. engchi. i Un. v. 1999. 1997 14. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

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(23) 6. 7. 8. 9. 10. 11. 12.. ”. 立 Randel —. Pierfy. 3. 1992. 15. 學. 68. 38. 56% O. ‧. ‧ 國. 1977 22. 32%. 政治大. Leary —. 2005. 22. Nat. er. io. sit. y. Kuo 2007. al. —. n. iv n C Gopher, Weil, & Bareket, h 1994; Sparrowhawk, & Heald, 2002; e nMcFarlane, gchi U Whitehall & McDonald, 1993. Kirriermuir. McFarlane 2004. 1.. ─. 2.. 20. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

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(35) ─. 立. The Smileyometer. 3-6. MacFarlane. The Smileyometer. The Funometer. 2002. Risdan. 3-7. The Funometer. Hanna. The. n. al. The. er. io. sit. y. Nat Smileyometer. Casey. ‧. Smileyometer. Read. 學. ‧ 國. -5. Kanerva 1997. 政治大. Ch. engchi. i Un. v. 3-5. 01. 02.. 32. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

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(51) 立. 政治大. ‧. ‧ 國. 學 sit. io. n. er. Nat al. y. ”. Ch. engchi. i Un. v. ─ ——. 48. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

(52) . ”. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat al. Ch. engchi. 49. i Un. v. DOI:10.6814/THE.NCCU.DCT.010.2018.B02.

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