| Summary: | 碩士 === 大同大學 === 資訊經營學系(所) === 101 === The purpose of this study was to explore the effectiveness of stimulus fading strategy in assisting young children with disabilities to learn functional vocabulary using M-learning, where the subjects were from an early intervention institute in New Taipei City. By using the multiple baseline design across subjects in single-subject research methodology, the subjects participated in 20 minutes of M-learning activities three times a week, for a total period of four weeks. We then used a self-designed “Vocabulary APP” to see the subjects’ abilities in giving the correct answers. The results were used to evaluate the immediate and retaining effectiveness in vocabulary learning amongst young children with disabilities. Furthermore, from the teaching records and feedback questionnaire survey, we were able to analyze the subjects’ learning effectiveness and its practicability in their daily lives. At the same time, our analysis discovered that M-learning was able to efficiently enhance the learning motivation of young children with disabilities.
From our results and analysis, we present the following summary of conclusions:
1.The use of stimulus fading strategy in M-learning showed to have immediate effectiveness on vocabulary learning for young children with disabilities.
2.The use of stimulus fading strategy in M-learning showed to have retaining effectiveness on vocabulary learning for young children with disabilities.
3.The use of stimulus fading strategy in M-learning was able to efficiently enhance the learning motivation of young children with disabilities.
Based on the results above and findings during this study, we proposed several suggestions in special education and recommendations in future research..
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