Factors Affecting the Computer-Assisted Learning Efficacy of the Mentally Retarded Students

• Main Authors: Fu-ting Huang, 黃富廷
• Other Authors: Wu-tien Wu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/73853698783413886200

博士 === 國立臺灣師範大學 === 特殊教育研究所 === 88 === This research mainly aimed to study the factors affecting the computer-assisted learning (CAL) efficacy of the mentally retarded students (MRs), focusing on the following two issues: (1)The relationship among the MRs’ computer-assisted learning (CAL) efficacy and their auditory perception development, cognitive development, computer manipulability, organic variable, and visual perception-motor development. (2)The differences of the MRs’ CAL efficacy between different ability-levels in auditory perception development, cognitive development, computer manipulability, organic variable, and visual perception-motor development. The subjects were 161 mentally retarded senior high students drawn from Tainan School for the Mentally Retarded. The subjects were tested and 33 manifest variables were measured for 6 latent variables. The data were analyzed with SPSS 8.01 and LISREL 8.20. The major findings were as the following: 1.In terms of the inter-variable phenomenon: (1) In general, the MRs’ auditory perception development, cognitive development, computer manipulability, organic variable, visual perception-motor development didn’t significantly affect their CAL efficacy. (2) The MRs’ auditory perception development significantly correlated with their visual perception-motor development and cognitive development. Their computer manipulability didn’t significantly correlate with their auditory perception development, but significantly correlate with their visual perception-motor development and cognitive development whereas both the latter ones significantly correlated mutually. 2.In terms of the intra-variable phenomenon: (1) The MRs with lower ability-level showed better CAL efficacy than those with higher ability-level. (2) The female students’ visual and auditory memories were siginificantly superior to the males. (3) The MRs with higher ability-level in keyboard manipulability showed better attention than those with lower ability-level. (4) The MRs with higher developments in keyboard manipulability, cognitive development, visual perception-motor, auditory perception showed better motivations than those with lower developments. (5) The male students showed higher motivations than the females. (6) The MRs showed better attention and motivation in CAL than did in traditional paper-pencil teachings. (7) The CAL attracted the MRs’ attention, which was also affected by the difficulty degree of the teaching material. (8) The MRs’ higher motivation in CAL might be due to the computer functions of multiple stimulus and instant feedback. 3.The proposed MR-CAL function was not supported by the research data, a revised MR-CAL model is suggested accordingly.