動作與認知功能障礙者學習縱橫輸入法成效之研究

Abstract

本研究旨在探討動作和認知功能障礙者學習縱橫輸入法的學習成效。研究方法採單一受試法之逐變標準設計，教學實驗分為基線期、實驗介入期、保留期。本研究自變項為縱橫輸入法教學法，依變項為透過紙本測驗和電腦輸入的輸入正確率和輸入速度，並以視覺分析法對受試者在教學實驗過程的表現成績進行分析討論。本研究結果如下： 一、動作和認知功能障礙者接受縱橫輸入法的教學介入，紙本測驗的輸入正確率皆有明顯的進步，並均能在保留期維持穩定的學習效果。 二、動作障礙者無論是在實驗介入期或保留期，紙本測驗的輸入正確率平均值均高於認知功能障礙者，顯示動作障礙者運用縱橫輸入法在紙本測驗的學習成效較好。 三、動作和認知功能障礙者接受縱橫輸入法的教學介入，電腦輸入的輸入正確率皆有明顯的進步，並均能在保留期維持穩定的學習效果。 四、在電腦輸入方面，動作障礙者在實驗介入期的輸入正確率平均值高於認知功能障礙者；但在保留期，兩位受試者的輸入正確率皆達到滿分，顯示動作障礙者雖然學習速度較快，但認知功能障礙者經過多次的學習之後，一樣能達到同樣的學習效果。 五、動作和認知功能障礙者接受縱橫輸入法的教學介入，電腦輸入的輸入速度皆有明顯的進步，並均在保留期階段仍呈現穩定的上升趨勢。 六、在電腦輸入方面，動作障礙者無論是在實驗介入期或保留期，輸入速度平均值均高於認知功能障礙者，顯示動作障礙者在電腦運用縱橫輸入法的輸入速度較快。

The purpose of this research is to explore the learning effectiveness of CKC Chinese input method by learners with physical impairment and cognitive disability. Research method was the changing-criterion design from the single subject research. Teaching experimentation was divided into phases of baseline, experimentation intervention and maintenance. Independent variable for this research is the teaching method with CKC Chinese input method. And the dependent variables are the input accurate rate and speed from printed materials and computer inputting. In addition, the performance records of teaching experimentation for the persons under test were analyzed and discussed through visual analysis. Findings of this research are as follow： 1. There were significant progresses observed in the area of accepting CKC Chinese input method in teaching intervention and input accuracy rate from printed materials for people with physical impairment and cognitive disability. Additionally, learning effectiveness can be maintained during maintenance phase. 2. Whether in the phase of experimentation intervention or maintenance for people with physical impairment, the average of the input accuracy rate during printed materials is higher than those for people with cognitive disability. This is a clear indication that people with physical impairment while employing CKC Chinese input method in the printed materials display better learning effectiveness. 3. There were significant progresses observed in the area of accepting CKC Chinese input method in teaching intervention, computer inputting and input accuracy rate for people with physical impairment and cognitive disability. Additionally, learning effectiveness can be maintained during maintenance phase. 4. In the area of computer inputting, the input accuracy rate during experimentation intervention phase for people with physical impairment is higher than those for people with cognitive disability. Whereas, in the maintenance phase, both persons under test for input accuracy were graded with perfect scores, indicating the fact that even though the people with physical impairment with faster learning speed, nonetheless, people with cognitive disability can achieve the same learning effectiveness after multiple tries in learning. 5. There were significant progresses observed in the area of accepting CKC Chinese input method in teaching intervention, computer inputting and input accuracy rate for people with physical impairment and cognitive disability. Additionally, learning effectiveness exhibits stable rising patterns during maintenance phase. 6. In the area of computer inputting, the average input accuracy rate during experimentation intervention or maintenance phase for people with physical impairment is higher than those for people with cognitive disability, indicating the fact that people with physical impairment is faster in the inputting speed while employing CKC Chinese input method during computer inputting.