| Summary: | 碩士 === 國立彰化師範大學 === 資訊工程學系 === 99 === The study aims to build a learning system with the use of a social cognition scale and an Immersion Virtual Reality(IVR) design for people with Intellectual Disability(ID) who have low motivation, social cognitive deficits and social maladjustment. The scale contains four aspects, seven items, and thirty-two questions were examined the learning effects of social cognition of the students with moderate and severe Intellectual Disability. Independent variable was IVR system while dependent variable was the score of social cognition scale.
This study conducted an experiment with multiple baseline across-subjects and multiple-probe designs of single subject research approach. The subjects were three 2nd graders students with moderate and severe Intellectual Disability from a vocational high school in Changhua County. The study was conducted through three stages: baseline, intervention, and maintenance. The data was collected and analyzed by using visual analysis. The result showed that the learning system developed by the Social Cognition Context Design and the Rating Scale could enhance learners’ interest and suitable for the students with moderate and severe Intellectual Disability. Furthermore, the score of the social cognition presented increment; which showed the appropriate social cognitive concepts were performed frequencely in the participants, and they are also able to maintain and generalize these social cognitions during this experiment.
Keywords: Virtual Reality, Intellectual Disability, Single Subject Research, Computer Assisted Instruction
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