| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 104 === The purpose of this study is to examine the effectiveness of scenario-based e-learning when teaching vocational high school student with visual and multiple disabilities on food and beverage services. Scenario-based e-learning is a preplanned guided inductive learning environment designed to accelerate expertise in which the learner assumes the role of an actor responding to a work-realistic assignment or challenge.
A single subject research withmultiple probe design was adopted in this study. One third-year vocational high school student with visual and multiple disabilities was selected to participate in this experiment. During a 13 week experimental period, data were collected and analyzed through four phases, including baseline, intervention, maintenance, and generalization. The results were as follows：
1.There was immediate and maintenance effects when applying scenario-based e-learning to teach student in “customers make a reservation” situation.
2.There was immediate and maintenance effects when applying scenario-based e-learning to teach student in “customers don’t make a reservation” situation.
3.There was immediate and maintenance effects when applying scenario-based e-learning to teach student in “dessert sold out” situation.
4.At the beginning period the student appeared to be anxious and wanted to escape from work, but after adaptation she enhanced her motivation and self-confidence.
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