腦性麻痺學生電腦輸入指標器與操作環境選用之研究

腦性麻痺學生在學習上因肢體動作的限制，導致無法依一般方式參與數位學習活動。目前雖已有許多可用的電腦輔具，但如何選用則仍是實務工作者最大的困擾。本研究試著提出兩階段的指標器評估選用流程，先評估個案「操作部位」和「操作方式」，再以單一受試實驗中的交替處理設計為核心，作為適合設備選用的依據。研究者並以一位只能用左腳控制滑鼠的腦性麻痺學生為對象，配合評估工具的使用，測試與選擇適合的環境或指標器設備，以正確率、移動時間、和游標移動距離比值為操作效能的依變項，探討「滑鼠」、「搖桿+開關」、「滑鼠+開關」三種輸入指標器的執行移動和拖曳任務的效果。結果發現，透過系統化資料蒐集的過程，可以協助選用適合腦性麻痺學生使用的指標器和操作環境。

The students with cerebral palsy could not participate in E-learning with general methods for their limitations of physical control. Although there are many adaptive computer devices available recently， how to select appropriate devices for the client is still difficult for clinical intervention. This study try to set up a two steps pointer selecting procedure based on single subject alternating treatment design. A client with cerebral palsy was recruited to test the procedure. The authors adopted assessment tools to evaluate the client’s performance by using candidate devices in various interaction environments. The accuracy， movement time， and ratio of path length to task axis length (PL/TA) served as dependent variable. The results of the case study indicated that the procedure of collecting the performance data systematically could assist the clinical professional to select appropriate pointer and interaction environment for the client with cerebral palsy.