The Effects of Tabletop Games on Attention and Social Skills of Resource Class Students in Junior High School

• Main Authors: Shih,Jing-Yi, 施靜宜
• Other Authors: Lo, Chih-Cheng
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/advgpw

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 107 === The study aimed to investigate the effects of tabletop games on attention and social skills of resource class students in Junior High School. The research subjects were five 8th graders in resource class. The research focused on whether tabletop games could improve the attention and social skills of resource class students. In addition, the differences in the effects of tabletop games on attention and social skills between students with learning disabilities and students with mental retardation were also explored. This study adopted a multiple baseline designs across subjects of Single Subject Research. The independent variable was tabletop games; and dependent variables were the subjects’ attention and social skills. The tabletop game teaching was a 45-minuteclass once a weekand lasted for eight weeks. The researcher collected data from three experimental phases, which were baseline phase, intervention phase, and retention phase. In addition, split-middle method and visual analysis were adopted to analyze data and results.The research results were as follows: 1.Tabletop games can improve the attention of resource class students. 2.Tabletop games can improve the social skills of resource class students. 3.Tabletop games improved the attention of students with mental retardation more than that of students with learning disabilities. 4.Tabletop games improved the social skills of students with learning disabilities more than those of students with mental retardation.