| Summary: | 碩士 === 康寧大學 === 資訊傳播研究所 === 106 === In recent years, mobile device (such as smart phones, PDA, tablet PC, etc.) improving every day. Mobile learning at home and abroad with the evolution of Internet and technology and the development of mobile device in addition to the role of learning to guide, but also as a student in the learning scene of the data collection tool.
The purpose of this study was to explore the intervention of mobile learning for multiple disabilities students’ learning effectiveness. In this study, we applied single-subject research designs that are Antecedent-Behavior-Consequence. Research participants were two sixth-grade of elementary school multiple disabilities students (mild intellectual disability and mild cerebral palsy), and two sixth-grade of elementary school multiple disabilities students (One student was in the experimental group, and another student was in the control group). Independent variables are the intervention of instructional mobile learning (the experimental group) and the intervention of instructional traditional textbooks (the control group). Dependent variables are two groups’ learning immediate and sustained effects.
The research results are as follows.
1. The intervention of mobile learning has significant effects on multiple disabilities students in the intervention trial.
2. The intervention of mobile learning has no significant effects on multiple disabilities students in the sustained trial. However, on the whole, the intervention of mobile learning aids is more effective than the traditional teaching intervention.
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