| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 103 === Students with intellectual problems suffer from low logical thinking, inattentive, short-term memory deficit, and feel difficult in concept generalization, which have resulted in their learning frustrations in studying mathematics, gradually affected their motivation to study. Taking into account of these students’ problems, this research designed a digital game for a fourth grade elementary student with mild intellectual disability to learn the concept of triangle. The impact of the designed game on the participant’s learning gains and his experience of learning from the game were explored.
The A-B-A'' design of the single-subject model was adopted. One fourth grade elementary student with mild intellectual disability is recruited as the research participant. The experiment included three stages: the baseline, the intervention, and the maintenance, and the participant’s performance on 15 tests was collected throughout the experiment. Moreover, the participant''s level of satisfaction towards the game was collected via observation and interview using the game satisfaction questionnaire and learning attitude questionnaire. Two major conclusions are: The participant is satisfied with digital game-based learning process. The designed digital game is effective in helping elementary students with intellectual disabilities to learn the concepts of triangle.
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