大台北地區普通班教師使用智慧物聯網於融合教育中協助特殊教育學生之研究

Abstract

融合教育班型為目前各國特殊生安置的最新趨勢，因應人工智慧蓬勃發展，教育界也掀起了智慧物聯網相關應用，舉凡雲端智慧教室、智慧裝置、擴增實境、虛擬實境、教育雲等，皆屬智慧物聯網範疇。而在融合班型的特殊生，若透過相關輔助科技應用，不僅能創建更具互動性、個別化、立即化、公平性高的教育環境。透過智慧物聯網於班級內的使用，可提高學生學習動機及課堂參與度，其系統具備蒐集、了解學生理解程度、找到學生學習風格，能適時調整教學進度及方法。其次，智慧物聯網可營造與課程相關的擴增實境或虛擬實境資料，提高學生理解層次理解與記憶。再者，班級內的智慧物聯網相關裝置，如智慧黑板、學習平板電腦等，讓教師創建具備動態及互動性高的學習環境，增進特殊生的課程參與度，亦可拉近特殊生與同儕的互動性。智慧物聯網更可協助口語困難、書寫困難、閱讀困難等學生，有效幫助學生表達、溝通及理解。本研究透過自編問卷四點量表作為研究工具，正式問卷採分層隨機抽樣，共回收144份有效線上問卷，用以了解普通班教師，應用智慧物聯網於融合教育中特殊生所做的調整及成效。爾後採描述性統計、獨立樣本t 檢定、單因子變異數分析進行數據處理與分析，其結果如下：一、受政策推動影響，教師數位教學增能培訓幾乎達百分之百，教師數位知能提升，教師背景變項不再直接影響智慧物聯網使用成效；教師使用之智慧物聯網設備以學習平板為大宗，也間接促使教育APP使用頻率增加；教學中使用教育雲領域以國語文、數學、自然科學最為頻繁。二、智慧物聯網對於融合教育中特殊生，學習課程調整成效以「AIoT感官輔助功能提升特殊生理解內容」及「AIoT練習方式多元，如圈選作答、拖曳作答等，有助於特殊生達練習效果」調整成效最為顯著；學習平板及電腦成效最為顯著，有使用組大於無使用組；教學中使用教育雲項目以「教育App」最具顯著，每天1次以上組皆大於無使用組，其次為新北親師生平台及教育雲edu，整體平均t 檢定有使用組大於無使用組。三、智慧物聯網對於融合教育中特殊生，評量調整以「AIoT具備投影特殊生學習成果，有增進課堂表現機會」調整成效最為顯著；電腦及學習平板成效最為顯著，有使用組大於無使用組；教學中使用教育雲項目以「教育App」最具顯著，無論單題t 檢定或整體平均t 檢定，有使用組皆大於無使用組。透過本研究結果，期待教師透過AIoT設備連上教育雲的那一端，讓AIoT的優勢成為教師教學上的得力助手，開啟融合教育中特殊生學習的無限調整可能。

The integration of inclusive education models represents the forefront of current trends in the placement of students with special needs across nations. Accompanying the swift advancement of artificial intelligence （AI）, the educational sector has embraced a proliferation of applications related to the artificial intelligence of things （AIoT）. These include cloud–based smart classrooms, intelligent devices, augmented reality （AR）, virtual reality （VR）, and educational clouds, encompassing the realm of AIoT.This study investigates the role of AIoT applications in inclusive educational environments that are more interactive, individualized, immediate, and equitable for students within inclusive settings. Utilizing AIoT in classrooms significantly enhances students' learning motivation and participation by offering systems capable of gathering and monitoring learning patterns, thereby enabling timely adjustments to teaching programs and pacing. Additionally, AIoT facilitates the creation of curriculum–related AR or VR content, improving students' comprehension and retention. Inclassrooms,AIoT-enabled devices, as well as smart blackboards and learning tablets, allow teachers to craft learning environments that are dynamic and highly interactive, thereby increasing engagement among students with special needs and promoting their interaction with peers. AIoT also supports students facing challenges in speaking, writing, and reading, effectively aiding in their expression, communication, and comprehension. Through a questionnaire survey, this research investigates the modifications and outcomes of employing AIoT applications by teachers in inclusive mainstream classrooms for students with special needs.This study employed a self-developed four-point Likert scale question-naire as the research instrument. Through stratified random sampling, 144 valid online responses were collected to examine how general education teachers apply the AIoT in inclusive education for students with special needs, as well as the instructional adjustments made and their effectiveness. Descriptive statistics, independent samples t-tests, and one-way ANOVA were conducted for data analysis. The results are as follows:1.Driven by policy initiatives, nearly all teachers received digital lear-ningenhancement plan, which enhanced their digital literacy. As a re-sult, teacher background variables no longer directly affected the effectiveness of AIoT use. Learning tablets were the most frequently used AIoT devices, indirectly increasing the frequency of educational app usage. Among subject areas, Mandarin, mathematics, and science were the most common for the application of cloud-based educational platforms.2.In inclusive education settings, AIoT had the greatest impact on instructional adjustments for students with special needs in two areas:(a) sensory assistance functions that improved comprehension of con-tent, and (b) diverse practice methods such as multiple-choice selection and drag-and-drop responses, which enhanced practice outcomes. Learning tablets and computers proved to be the most effective devices, with the usage group outperforming the non-usage group. Among Taiwan education cloud, educational apps showed the most significant impact, with daily users performing better than non-users, followed by the New Taipei Parent-Teacher-Student platform and Educloud. Overall, t-test results consistently indicated higher performance in the usage group.3.For assessment adjustments, the most significant effect was observed in using AIoT to project student learning outcomes, thereby increasing opportunities for classroom performance. Computers and tablets once again demonstrated the strongest effects, with the usage group outperforming the non-usage group. Educational apps emerged as the most effective Taiwan education cloud, with both individual and overall t-test results indicating superior outcomes for the usage group.Based on these findings, this study underscores the potential of AIoT devices, when connected to Taiwan education cloud, to serve as powerful tools for teachers. The integration of AIoT offers limitless possibilities for instructional and assessment adjustments, thereby fostering more inclusive learning opportunities for students with special needs.