王華沛吳南真2019-08-282011-3-12019-08-282008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594091205%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91620本研究目的旨在瞭解多媒體電腦輔助教學對無口語多重障礙學童認知溝通線畫圖卡的學習成效，研究對象為三名國小無口語多重障礙兒童，以單一受試研究法之跨受試多探試設計進行本研究，自變項為多媒體電腦輔助教學，依變項為「認知溝通線畫圖卡MCAI」測驗答對百分比。經研究資料處理分析後，提出以下結論： 1.採用以教導認知溝通線畫圖卡為主的多媒體電腦輔助教 學，能提昇無口語多重障礙學童認知溝通線畫圖卡的立即效果. 2.採用以教導認知溝通線畫圖卡為主的多媒體電腦輔助教學，能提昇無口語多重障礙學童對認知溝通線畫圖卡的保留效果 3.採用以教導認知溝通線畫圖卡為主的多媒體電腦輔助教學，無口語多重障礙學童能將溝通線畫圖卡類化於實際情境 關鍵字詞：多媒體電腦輔助教學、多重障礙、圖卡Abstract The purpose of this research is to explore the effect of cognition line drawing picture learning implemented to Nonspeaking Multi-disabled children via multimedia computer assisted Instruction. Three nonspeaking multi-disabled elementary school pupils participated in this study. A multiple probe design across participants was adopted. The independent variable is multimedia computer assisted instruction. The dependent variable is the score of multimedia computerassistance instruction. According to data sorting and analysis, the researcher proposes the following conclusions: 1)With instant effect of enhancing cognition as the subjects were learning by using cognition line drawing picture thru the multimedia computer assisted instruction. 2)The maintenance effect is obvious by learning cognition line drawing picture thru the multimedia computer assisted instruction to the nonspeaking multi-disabled children 3) Results of this research revealed that line drawing picture learning via the multimedia computer assisted instruction enable nonspeaking multi-disabled children generalize the line drawing picture to the actual situation. Key word: MCAI, nonspeaking multi-disabled, Picture無口語多媒體電腦輔助教學多重障礙圖卡nonspeakingMCAIpicturemulti-disabled