| Summary: | 碩士 === 國立清華大學 === 特殊教育學系 === 106 === This study adopted nonequivalent pretestposttest design to explore effects of virtual reality game on students with learning disabilities to enhance their attention and visual-motor coordination. We choose nine third grade students and nine fourth grade students with disabilities as the research participants. The third students were regarded as control group, and the fourth grade students were as experimental group.The experimental group received virtual reality game twice a week, ten minutes each time for eight weeks, and the control group received the program for weekly two section lessons, fourty minutes per lesson. Before and after the test, we evaluated the participants’ performance of concentration and Visual Motor Integration according to attention questionnaire with elementary school students and The Berry-Buktenica Developmental Test of Visual-Motor Integration.
These data were analyzed by Descriptive statistics and nonparametrics. In qualitative data, we analyzed and sorted the participants and their teachers’ interview contents in order to understand the acceptance and chance of the participants about the teaching of virtual reality game.The results were as follows:
(1)The effects of virtual reality game showed improved sustained attention, selective attention, alternatind attention, and whole attention test of students with learning disabilities.
(2)The effects of virtual reality game showed improved visual-motor integration, visual perception, as well as motor coordination of students with learning disabilities.
Based on above findings, we have made specific recommendations for further researchers and teaching reference.
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