應用體感式電玩遊戲機提升特殊教育學校國中智能障礙學生跑步機訓練之合規行為
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2015
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Abstract
本研究旨在探討在兩種不同跑步機訓練情境中，「跑步機運動訓練」及「體感式電玩遊戲結合跑步機運動訓練」，特殊教育學校國中部學生在跑步機上「合規行為」的符合程度差異。
研究實驗篩選七位特教學校國中一年級學生為本研究受試者，每位受試者參與兩次「跑步機運動訓練」及兩次「體感式電玩遊戲結合跑步機運動訓練」，隨機安排七位受試者參與兩種情境訓練活動的先後順序；實驗活動結束後，由兩位觀察者透過錄影畫面觀察，並記錄受試者在跑步機上出現「嘗試終止行走行為」的次數，以描述性統計分析終止行為出現次數情形，並以無母數檢定中的Wilcoxon符號等級檢定，分析兩種情境終止行為次數在統計上的差異情形。再進一步比較兩情境，受試者「合規行為」的表現程度。
應用體感式電玩遊戲機結合跑步機運動訓練，可以減少特殊教育學校國中部智能障礙學生「終止跑步機上行走行為」次數，增進從事跑步機運動的合規行為有顯著差異。分析全體受試者出現的終止跑步機上行走行為次數，出現次數最多的類型為「拉下安全磁鐵」，出現次數最少的類型為「往前趴在控制面板上」。本研究結果可作為未來教師在進行跑步機運動訓練國中智能障礙學生的參考。
The purpose of this study is to measure the difference of compliance under two scenarios, regular treadmill walking and treadmill walking combining somatosensory video games (TWCSVG), among junior high school students of special education. A total of 7 first-grade students from junior high schools of special education were selected. Each participant was tested with both scenarios twice randomly. After finishing all treadmill walking, two observers were assigned to record the numbers of attempts to discontinue walking for statistical analysis via video recording. Wilcoxon Signed-Rank Test was then applied to estimate the analytical difference. In addition, participant's compliance was also compared under such two scenarios. TWCSVG showed the reduction of participant's attempts to discontinue walking, and increased their compliance dramatically. After analysing the recorded data, the most frequent behavior of discontinuing walking was “disconnecting emergency stop magnet”, while ”leaning on the dashboard“ occurred the least. In the future, when teachers exercise treadmill walking for junior high school students of special education, this study can be referred as a base.
The purpose of this study is to measure the difference of compliance under two scenarios, regular treadmill walking and treadmill walking combining somatosensory video games (TWCSVG), among junior high school students of special education. A total of 7 first-grade students from junior high schools of special education were selected. Each participant was tested with both scenarios twice randomly. After finishing all treadmill walking, two observers were assigned to record the numbers of attempts to discontinue walking for statistical analysis via video recording. Wilcoxon Signed-Rank Test was then applied to estimate the analytical difference. In addition, participant's compliance was also compared under such two scenarios. TWCSVG showed the reduction of participant's attempts to discontinue walking, and increased their compliance dramatically. After analysing the recorded data, the most frequent behavior of discontinuing walking was “disconnecting emergency stop magnet”, while ”leaning on the dashboard“ occurred the least. In the future, when teachers exercise treadmill walking for junior high school students of special education, this study can be referred as a base.
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體感式電玩遊戲機, 跑步機, 智能障礙, 合規行為, 特殊教育學校, Compliance, Intellectual Disability, Somatosensory Video Game, Special Educational School, Treadmill