The Influence of VIGS on Children's SI

• Main Authors: Wu Chuan-jen, 吳傳仁
• Other Authors: 劉遠楨
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/58511923875603084168

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 95 === The purpose of this study was to design and implement a VMI-based video instructional game system (VIGS) , and investigate the influence of sensory integration (SI) on children to realize the possibility of using VIGS to improve SI abilities of children . The study was conducted in a quasi-experimental research design .The subjects of the study were 49 students (25 students as the experiment group and 24 students as the control group ) from two kindergarten classes of two elementary schools in Taipei City. VIGS was applied in the experiment group while the general instructional model were treated in the control group .The analysis of covariance (ANCOVA) was used to analyze the data obtained from the results of pre-tests , post-tests and deferred tests on the “ Sensory Integration Function Assessment ”.The observational checklists and teacher’s teaching journals were employed in the study to realize children’s SI developmental conditions . The results and findings could be summarized as follows: 1. The results of applying VIGS regarding children’s SI abilities: (1)The results of the post-tests of Sensory Integration Function Assessment of sensory modulation , sensory seeking , emotional behavior and SI abilities between the experiment group and control group were significantly different. (2)The results of the post-tests of Sensory Integration Function Assessment of postural movement , bilateral integration sequencing, sensory discrimination , and attention and activity level abilities between the experiment group and control group were not significantly different. 2. The lasting effect of applying VIGS regarding children’s SI abilities: (1)The results of the deferred tests of Sensory Integration Function Assessment of postural movement , sensory modulation , emotional behavior and SI abilities between the experiment group and control group were significantly different. (2)The results of the deferred tests of Sensory Integration Function Assessment of bilateral integration sequencing , sensory discrimination, sensory seeking , and attention and activity level abilities between the experiment group and control group were not significantly different.