Study On Students With Autism And Attention Deficit Hyperactivity Disorder By Using Augmented Reality Combined With Jigsaw Puzzle: Taking Osmo-Tangram As An Example

• Main Authors: WANG, PEI-HUA, 王姵驊
• Other Authors: CHANG, CHWEN- LIANG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/n7q4wc

碩士 === 世新大學 === 數位多媒體設計學系 === 107 === The purpose of this study was to explore the study of augmented Reality (Augmented Reality,ar) combined with jigsaw puzzle, with one autistic student and two students with ADHD in the Republic of China Autism Foundation, a consortium.In this study, the withdrawal design (A-B-M) of a single test method was used to analyze learning effectiveness and maintain effectiveness and attention, and the self-variant was the Osmo-tangram course, and the learning effect and maintenance effectiveness and attention of the shape combination cognition were determined by the change. There are two purposes of this study：（1）To explore the learning effect and maintenance effect of Osmo-tangram on the shape combination cognition of children with small autism and attention deficit hyperactivity disorder in ascending countries；（2）To explore the effect of Osmo-tangram on the attention of children with small autism in ascending countries and children with attention deficit hyperactivity disorder.After Osmo-tangram, the researchers analyzed the data collected with visual analysis and C statistics, and the results summarized the following conclusions： （1）After the intervention of Osmo-tangram course, the combination cognitive ability and learning effect of the subjects were improved, and the effect was still maintained after the completion of the Osmo-tangram course. （2）Through the intervention of Osmo-tangram course teaching, through the teaching method and the animation and special effects appearing in the process, it does enhance the focus of the subjects, and can still maintain the focus at the end of the course.