以AHP探討深偽技術為基之影片示範教學於中重度智能障礙學生教學之關鍵影響因素

Essential Factors in Deepfake-Based Video Modeling Using an Analytic Hierarchy Process for Teaching Students with Intellectual Disabilities

智能障礙的孩子在注意力、記憶力、學習遷移能力、及學習態度上，都會因本身的障礙限制，而導致無法與一般人有相同步調的學習表現與成效。所以，學習過程中，經常導致學習動機低落、缺乏自信心等問題。在教學過程中，若能善用適合的教學策略，給與適切的學習教材輔助，仍能達到預定的教學目標，進行有效的教學。本研究探討特教工作者為孩子提供適性化教學的過程中，以影片示範教學（Video modeling）結合深偽技術（Deepfake technology），思考教學策略及教材呈現的最適方式，讓中重度智能障礙的孩子，也能夠透過數位教學，體驗學習的樂趣。本研究設計一個深偽技術為基之中重度智能障礙學生教學之成功關鍵因素層級架構，以層級分析法（Analytic Hierarchy Process, AHP）探討影響成功的關鍵因素。

Children with intellectual disabilities are constrained by disadvantages related to their attention, memory, learning transfer ability, self-management abilities, and learning attitudes; this limits their learning performance and effectiveness relative to children without intellectual disabilities. Therefore, they encounter learning-related challenges such as low learning motivation and a lack of self-confidence. A predetermined teaching goal can be achieved effectively if appropriate teaching strategies and learning materials are used to support the teaching process. This study explored how special educators can use appropriate video modeling combined with deepfake technology to implement teaching strategies and teaching materials such that students with intellectual disabilities can also enjoy digital teaching. Next, a key factor model that uses a deepfake-based analytic hierarchy process (AHP) was developed to support the teaching of students with moderate-to-severe intellectual disabilities. Finally, this study analyzed and discussed the proposed factor model.