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研究生:李孟穎
研究生(外文):Meng-Ying Lee
論文名稱:不同版面設計對輔助溝通符號學習成效之研究
論文名稱(外文):Learning Effect of Two Types of AAC Display Design
指導教授:陳明聰陳明聰引用關係
指導教授(外文):Chen, Ming-Chung
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:特殊教育學系研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:108
語文別:中文
論文頁數:89
中文關鍵詞:版面設計溝通輔助符號學習
外文關鍵詞:DisplayAugmentative and Alternative CommunicationSymbol learning
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本研究旨在探討兩種不同版面設計對於學習溝通符號的效果。研究方法採用實驗研究法等組前後測設計,研究對象為36位大學生,隨機分為兩組,分別為單一語義版面及語意編碼版面,除前後測外另有2次延宕測驗,在後測驗後一周及四周,並以獨立樣本t考驗進行統計考驗,探討兩種不同版面設計對於符號學習成效的影響。
研究結果指出,單一語義版面建構溝通訊息之正確率顯著高於語義編碼版面,語義編碼版面在建構訊息的速度上高於單一語義版面,但無顯著差異,參與者對於兩種不同版面的學習感受,在單一語義版面的學習上明顯較容易。
The purpose of this study was to explore the effect of two types of AAC display design for 36 college students to learn communication symbols. Experimental research was adopted and the subjects were randomly assigned to different groups, including single-meaning (SM) group and semantic compaction (SC) group. Besides pre- and post-testing, re-testing was administered after one week and one month. The independent sample t-test was used to compare the effect of the symbol learning via different AAC display designs.
The results indicated that the accuracy of symbol learning via in SM group was significantly higher that SC group. Though SM group showed less time in symbol learning via than SC group, statistical difference was not found. The SM group showed more preference with single sematic AAC display design that was easier for leaning.
中文摘要 i
英文摘要 ii
目錄 iii
表次 v
圖次 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 5
第三節 名詞釋義 5
第二章 文獻探討 9
第一節 使用溝通輔具的認知需求 9
第二節溝通輔具的溝通效率 16
第三節 溝通輔具版面設計之相關研究 19
第三章 研究方法 27
第一節 研究架構 27
第二節 研究對象 31
第三節 實驗設計 32
第四節 研究工具 36
第五節 研究程序 46
第六節 資料處理 49
第四章 結果與討論 51
第一節 不同版面之溝通輔具符號學習成效 51
第二節 不同版面設計對溝通輔具符號學習之比較 59
第三節 參與者溝通輔具版面學習問卷之分析 63
第五章 結論與建議 69
第一節 結論 69
第二節 建議與限制 70
參考文獻 75
中文部分 75
外文部分 77
附錄 83
附錄一 溝通版面設計與定位溝通符號效果之相關研究 83
附錄二 研究同意書 85
附錄三 研究邀請函 86
附錄四 50個目標詞與及5個目標句 87
附錄五 自我檢核表 88
附錄六 溝通輔具學習問卷 89
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