應用體感式電玩遊戲機提升特殊教育學校國中智能障礙學生跑步機訓練之合規行為

Developing the Compliance on Treadmill Training for Junior High Students with Intellectual Disabilities in Special Educational School through Somatosensory Video Games

智能障礙者參與體能活動的動機低落，注意力容易受到環境聲、光、事物等刺激的影響，期望藉由體感式電玩提供多重感覺刺激，在跑步機訓練活動時搭配應用，以提高參與跑步機運動的動機。本研究設計兩情境探討特教學校學生參與跑步機運動時「合規行為」的差異。篩選七位國一受試者參與「跑步機運動訓練」及「體感式電玩遊戲結合跑步機運動訓練」，隨機安排參與順序；由兩位觀察者記錄受試者「嘗試終止行走行為」的次數。體感式電玩遊戲機結合跑步機運動訓練，可減少「終止跑步機上行走行為」次數，增進合規行為。出現最多為「拉下安全磁鐵」，出現最少為「往前趴在控制面板上」。可以作為教師在訓練特教學校學生進行跑步機運動的參考。

The purpose of this study is to measure the difference of compliance under two scenarios, regular treadmill walking and treadmill walking combining somatosensory video games, among junior high school students of special education. A total of seven first-grade students from junior high schools of special education were selected. Each participant was tested with both scenarios twice randomly. After finishing all treadmill walking, two observers were assigned to record the numbers of attempts to discontinue walking for statistical analysis via video recording. Wilcoxon Signed-Rank Test was then applied to estimate the analytical difference. In addition, participant's compliance was also compared under such two scenarios. Treadmill walking combining somatosensory video games showed the reduction of participant's attempts to discontinue walking, and increased their compliance dramatically. After analyzing the recorded data, the most frequent behavior of discontinuing walking was ＂disconnecting emergency stop magnet＂, while ＂leaning on the dashboard ＂occurred the least. In the future, when teachers exercise treadmill walking for junior high school students of special education, this study can be referred as a base.