Publications-Theses
Article View/Open
Publication Export
-
題名 數位遊戲化的聽覺口語法輔助工具之設計
Design of A Digital Game-Based Auditory Verbal Therapy Assistive Tool作者 王建傑
Wang, Chien-Chieh貢獻者 陳宜秀<br>紀明德
王建傑
Wang, Chien-Chieh關鍵詞 聽覺口語法
數位遊戲式學習
聽損
早期療育
Auditory verbal therapy
Digital game-based learning
Hearing impaired
Early intervention日期 2018 上傳時間 3-Sep-2018 16:01:00 (UTC+8) 摘要 聽覺口語法是聽損兒童的早期療育方式之一，主要目的是要幫助聽損兒童學會聽和說，並著重於日常的練習。在訪談聽損兒童的主要照顧者後發現，由於家中的學習資源較少，聽損兒童在日常練習中常常感到無趣，缺乏學習的動力，主要照顧者也常常為了準備教材傷透腦筋。數位遊戲式學習是一種創新的學習方式，透過數位遊戲可以提升學習者的學習動力。本研究欲結合數位遊戲式學習及聽覺口語法，提出一數位遊戲化的聽覺口語法輔助工具，幫助聽損兒童在日常的練習中，能夠快樂地學習，也能讓聽損兒童的主要照顧者降低準備教材的負擔。本研究設計了「輔助聽覺口語訓練之情境式教學遊戲」作為研究的原型工具，以聽能訓練為主，畫面則是有可愛、有趣的動畫圖像增加娛樂性，配合著情境故事幫助聽損兒童更加投入。原型工具包含了遊戲關卡與建立關卡兩大功能，在遊戲關卡設計中，聽損兒童要聆聽情境故事及問題作出對應選擇，而新增關卡則是標準化製作遊戲關卡的流程，提供情境素材給主要照顧者使用，並讓主要照顧者跟著步驟填入語音內容就能建立好遊戲關卡作為教材。本研究在使用者測試階段讓受測的六組聽損兒童家庭使用原型工具，並配合著參與觀察法、半結構性訪談法與問卷調查法進行評估。根據評估結果證實本研究所提出的數位遊戲化的聽覺口語法輔助工具之設計確實可以提升聽損兒童的學習動力，且也讓準備教材變成一件容易、輕鬆且省時的事。此外，本研究發現讓聽損兒童自行建立關卡能讓聽損兒童更認識情境，並激發思考，同樣也能達到聽覺口語法的訓練效果。
Auditory Verbal Therapy is one of the early therapies used on hearing-impaired children. The main purpose of this therapy is to help hearing-impaired children learn speaking and listening, and it focuses on practices in daily life. After interviewing some main caretakers to hearing-impaired children, we found that due to the lack of learning resources, the care takers of the children were often bothered by the preparation of teaching materials.Digital Game-based Learning is an innovative way of learning, which may ameliorate the learners’ motivation toward learning by digital games. This study aimed at integrating Auditory Verbal Therapy and Digital Game-based Learning to make a tool that assisted Auditory Verbal Therapy. The assistive tool may help the hearing-impaired children enjoy learning and also decrease the care taker’s burden of instruction material preparation.We designed a ‘Situated Instructional Game Assistive in Auditory Verbal Drills’ as a prototype to our research. The main function of the game was listening proficiency training. Together with some adorable scenes and interesting images and animations, the game was more entertaining and immersed the children in the scenarios and stories. The prototypical tool allowed the game to have different levels and also allowed the users to create new game levels. The design of the levels in the game was to ask hearing-impaired children to listen to the scenarios and make choices according to the stories they had heard. Creating new game levels was a standard process of making game levels, which provided the main care takers with materials to simply create new levels by adding a few audio components, and the new levels would then be ready for use in instruction.We invited six families with hearing-impaired children to use our prototypical tool under the user-testing stage in this study. Afterwards, we assessed and evaluated the tool by the following methods: Participant Observation, Semi-Structured Interviews and Questionnaire Survey. According of the results of the assessment and evaluation, it is positive that the Situated Instructional Game Assistive in Auditory Verbal Drills’ provided in this study was able to ameliorate the hearing-impaired children’s motivation toward learning. Also, the tool made the preparation of instruction materials more easy and efficient than it was before. In addition, we also found that allowing the hearing-impaired children create a new level in the game would make them more familiar with the scenario and stimulate them to think, which yielded the same results with Auditory Verbal Therapy.參考文獻 1. 余雅筑，（2016），聽損兒家庭運用數位學習工具之策略。雅文聽語期刊，30。2. 林桂如，（2009），從實證本位觀點探討聽障兒童早期介入聽覺口語法療育之成效。中華民國特殊教育學會年刊：成長與茁壯，98，27-50。3. 林桂如（主編），（2014）。聽覺口語法理論與實務──以家庭為中心的聽覺障礙早期療育。臺北：心理。4. 梁朝雲、陳德懷、楊叔卿、楊接期，（2008）。「悅趣化數位學習」研究宣言。5. 梁朝雲，（2010）。實踐「寓樂於教」理念的數位學習設計。T&D飛訊，91，1-19。6. 黃國禎、蘇俊銘、陳年興， (2015)。數位學習導論與實務 (第二版)。博碩文化股份有限公司。7. 雅文兒童聽語文教基金會教研部，（2008）。聽覺口語教學示範教材。臺北：雅文兒童聽語文教基金會。8. 蔡蕙如，（2010）。自自然然開口說 : 聽損兒情境學習指導。臺北：雅文兒童聽語文教基金會。9. AG Bell Academy for Listening and Spoken Language, (2011). Principles of LSLS.10. Auditory-Verbal International, (1991). Auditory-verbal position statement. The Auricle, 4, 11-12.11. Caleffe-Schenck, N., (1992). The auditory-verbal method: Description of a train-ing program for audiologists, speech language pathologists, and teachers of children with hearing loss. The Volta Review, 94, 65-68.12. Chen, M.-P., & Lee, C.-Y., (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530-542.13. Cole, E. B., & Flexer, C. A., (2007). Children with hearing loss: Developing listening and talking, birth to six. San Diego, CA: Plural Publishing.14. Dornan, D., Hickson, L., Murdoch, B., & Houston, T., (2007). Outcomes of anauditory-verbal program for children with hearing loss: A comparative study with a matched group of children with typical hearing. The Volta Review, 107 (1), 37–54.15. Duncan, J., & Rochecouste, J. (1999). Length and complexity of utterances produced by kindergarten children with impaired hearing and their hearing peers. Australian Joumal of Education of the Deaf, 5, 63-69.16. Duncan, J., (1999). Conversational skills with hearing loss and children with normal hearing in an integrated setting. The Volta Review, 101(4), 193-211.17. Dunst, C. J., Trivette, C. M., Davis, M., & Cornwell, J., (1988). Enabling and empowering families of children with health impairments. Children’s Health Care, 17(2), 71–81.18. Easterbrook, S. R., O`Rourke, C. M., & Todd, N.W., (2000). Child & familyfactors associated with deaf children`s success in A-V therapy. The AmericanJournal of Otology, 21, 341-344.19. Estabrooks, W. (Ed.), (1994). Auditory-verbal therapy: for parents andprofessionals. Washington, DC: A.G. Bell.20. Estabrooks, W., (1993). Still listening…auditory-verbal therapy for “older”children. The Volta Reviews, 95(3), 231-252.21. Estabrooks, W., (2006). Auditory-verbal therapy and practice. Washington, DC:AGB Association for the Deaf and Hard of Hearing.22. Geers, A., (2006). Factors influencing spoken language outcomes in children following early cochlear implantation. Adv Otorhinolaryngol, 64, 50-65.23. Goldberg, D. M., (1993). Auditory-verbal philosophy: A tutorial. The Volta Review, 95(3), 181-186.24. Goldberg, D. M., & Flexer, C., (1993). Outcome survey of auditory-verbalgraduates: Study of clinical efficacy. Journal of the American Academy of Audiology, 4(3), 189-200.25. Goldberg, D. M., & Flexer, C., (2001). Auditory-verbal graduates: Outcomes survey of clinical efficacy. Journal of the American Academy of Audiology, 12(8), 406-414.26. Gopher, D., Weil, M., & Bareket, T., (1994). Transfer of skill from a computer game trainer to flight. Human Factors, 36(3), 387-405.27. Joint Committee on Infant Hearing, (2007). Year 2007 Position statement: principles and guidelines for early hearing detection and intervention. Pediatrics, 120, 898-921.28. Kaipa, Ramesh and Michelle L Danser., (2016). Efficacy of auditory-verbal therapy in children with hearing impairment: A systematic review from 1993 to 2015. International journal of pediatric otorhinolaryngology, 86, 124-34.29. Kuo, M. J. (2007). How does an online game based learning environment promote students’ intrinsic motivation for learning natural science and how does it affect their learning outcomes? Proceedings of the First IEEE International Workshop on Digital Game and Intelligent Toy Enhances Learning, 135-143.30. Kirriemuir, J., & McFarlane, A., (2004). Literature review in games and learning. Bristol: Nesta Futurelabs.31. Lin, H. C.,Shu, M. T., Lee, K. S., Lin, H. Y., Lin, G., (2007). Reducing false positives in newborn hearing screening program: how and why. Otology & Neurotology, 6(28), 788-792.32. Ling, L., (1993). Auditory-Verbal Options for Children with Hearing Impairment: Helping to Pioneer An Applied Science. The Volta Review, 95, 187-196.33. Lim, SYC. & Simser, J., (2005). Auditory-verbal therapy for children with hearing impairment. Annals Academy of Medicine, 34(4), 308-312.34. Marlowe, J., (1993). Audiological Assessment and Management in the Auditory- verbal Approach. The Volta Review, 95, 205-215.35. McCaffrey, H., Davis, B. L., MacNeilage, P.F., & Von H. D., (2000). Multichannel cochlear implantation and the organization of early speech. The Volta Review, 101(1), 5-28.36. McFarlane, A., Sparrowhawk, A. and Heald, Y., (2002). The role of games in education.37. Menn, L. & Stoel-Gammon, C., (2005). Phonological development: Learning sounds and sound patterns. In J. Berko Gleason (Ed.), The development of language (6th ed.), pp. 62-111. Needham Heights, MA: Pearson.A research report to DfES.38. O’Neil HF, Baker EL and Wainess R., (2005). Classification of learning outcomes: Evidence from the computer games literature. Curriculum Journal, 16(4), 455-474.39. Oller, D. K., & Eilers, R. E., (1988). The role of audition in infant babbling. Child development, 441-449.40. Pappas, D. G., Flexer, C., & Shackelford, L., (1994). Otological andhabilitative management of children with Down Syndrome. Laryngoscope, 104(9), 1065-1070.41. Pierfy, D. A., (1977). Comparative simulation game research: Stumbling blocks and steppingstones. Simulation & Games, 8(2), 255-268.42. Pollack, D., Goldberg, D. M., & Caleffe-Schenck, N., (1997). Educational audiology for the limited-hearing infant and preschooler: An auditory-verbal program. Charles C Thomas Pub Limited.43. Prensky, M., (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-638.44. Prensky, M., (2007). Digital Game-Based Learning. New York: McGraw-Hill.45. Randel, J., Morris, B., Wetzel, C. D., & Whitehall, B., (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261-276.46. Read, J. C., MacFarlane, S. J., & Casey, C., (2002, August). Endurability, engagement and expectations: Measuring children’s fun. In Interaction design and children (Vol. 2, pp. 1-23). Shaker Publishing Eindhoven.47. Rhoades, E. A., (2001). Language progress with an auditory-verbal approach for young children with hearing loss. International Pediatrics, 16(1), 41-47.48. Rhoades EA, Chisolm TH., (2001). Global language progress with an auditory-verbal approach. The Volta Review, 101(2), 5-24.49. Robertson L, Flexer C., (1993). Reading development: A parent survey of children with hearing impairment who developed speech and language through the A-V method. The Volta Review, 95(3), 253–261.50. Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., & Flores P. et al., (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.51. Simser, J., (1993). Auditory-Verbal Intervention: Infants and toddlers. The Volta Review, 95(3), 217-229.52. Smith, T., Polloway, E., Patton, J. & Dowdy, C., (2001). Teaching students with special Needs in inclusive settings. Needham Heights, MA: Allyn & Bacon.53. Warner-Czyz, A. D., Davis, B. L., & Morrison, H. M., (2005). Production accuracy in a young cochlear implant recipient. Volta Review, 105(2), 151.54. Whitehall, B.V., & McDonald, B.A., (1993). Improving learning persistence of military personnel by enhancing motivation in a technical training program . Simulation & Gaming, 24(3), 294-313.55. Wray, D., Flexer, C., &Vaccaro, V., (1997). Classroom performance of children who are hearing impaired and who learned spoken communication through the A-V approach: An evaluation of treatment efficacy. The Volta Review, 99(2), 107-119.56. Wu, C. D, & Brown, P. M., (2004). Parents` and teachers` expectations of Auditory-Verbal therapy. The Volta Review, 104(1), 5-20.57. Yoshinaga-Itano, C., & Apuzzo, M. L., (1998). Identification of hearing loss after age 18 months is not early enough. American Annals of the Deaf, 143(5), 380-387. 描述 碩士
國立政治大學
數位內容碩士學位學程
104462013資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104462013 資料類型 thesis dc.contributor.advisor 陳宜秀<br>紀明德 zh_TW dc.contributor.author (Authors) 王建傑 zh_TW dc.contributor.author (Authors) Wang, Chien-Chieh en_US dc.creator (作者) 王建傑 zh_TW dc.creator (作者) Wang, Chien-Chieh en_US dc.date (日期) 2018 en_US dc.date.accessioned 3-Sep-2018 16:01:00 (UTC+8) - dc.date.available 3-Sep-2018 16:01:00 (UTC+8) - dc.date.issued (上傳時間) 3-Sep-2018 16:01:00 (UTC+8) - dc.identifier (Other Identifiers) G0104462013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119962 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 數位內容碩士學位學程 zh_TW dc.description (描述) 104462013 zh_TW dc.description.abstract (摘要) 聽覺口語法是聽損兒童的早期療育方式之一，主要目的是要幫助聽損兒童學會聽和說，並著重於日常的練習。在訪談聽損兒童的主要照顧者後發現，由於家中的學習資源較少，聽損兒童在日常練習中常常感到無趣，缺乏學習的動力，主要照顧者也常常為了準備教材傷透腦筋。數位遊戲式學習是一種創新的學習方式，透過數位遊戲可以提升學習者的學習動力。本研究欲結合數位遊戲式學習及聽覺口語法，提出一數位遊戲化的聽覺口語法輔助工具，幫助聽損兒童在日常的練習中，能夠快樂地學習，也能讓聽損兒童的主要照顧者降低準備教材的負擔。本研究設計了「輔助聽覺口語訓練之情境式教學遊戲」作為研究的原型工具，以聽能訓練為主，畫面則是有可愛、有趣的動畫圖像增加娛樂性，配合著情境故事幫助聽損兒童更加投入。原型工具包含了遊戲關卡與建立關卡兩大功能，在遊戲關卡設計中，聽損兒童要聆聽情境故事及問題作出對應選擇，而新增關卡則是標準化製作遊戲關卡的流程，提供情境素材給主要照顧者使用，並讓主要照顧者跟著步驟填入語音內容就能建立好遊戲關卡作為教材。本研究在使用者測試階段讓受測的六組聽損兒童家庭使用原型工具，並配合著參與觀察法、半結構性訪談法與問卷調查法進行評估。根據評估結果證實本研究所提出的數位遊戲化的聽覺口語法輔助工具之設計確實可以提升聽損兒童的學習動力，且也讓準備教材變成一件容易、輕鬆且省時的事。此外，本研究發現讓聽損兒童自行建立關卡能讓聽損兒童更認識情境，並激發思考，同樣也能達到聽覺口語法的訓練效果。 zh_TW dc.description.abstract (摘要) Auditory Verbal Therapy is one of the early therapies used on hearing-impaired children. The main purpose of this therapy is to help hearing-impaired children learn speaking and listening, and it focuses on practices in daily life. After interviewing some main caretakers to hearing-impaired children, we found that due to the lack of learning resources, the care takers of the children were often bothered by the preparation of teaching materials.Digital Game-based Learning is an innovative way of learning, which may ameliorate the learners’ motivation toward learning by digital games. This study aimed at integrating Auditory Verbal Therapy and Digital Game-based Learning to make a tool that assisted Auditory Verbal Therapy. The assistive tool may help the hearing-impaired children enjoy learning and also decrease the care taker’s burden of instruction material preparation.We designed a ‘Situated Instructional Game Assistive in Auditory Verbal Drills’ as a prototype to our research. The main function of the game was listening proficiency training. Together with some adorable scenes and interesting images and animations, the game was more entertaining and immersed the children in the scenarios and stories. The prototypical tool allowed the game to have different levels and also allowed the users to create new game levels. The design of the levels in the game was to ask hearing-impaired children to listen to the scenarios and make choices according to the stories they had heard. Creating new game levels was a standard process of making game levels, which provided the main care takers with materials to simply create new levels by adding a few audio components, and the new levels would then be ready for use in instruction.We invited six families with hearing-impaired children to use our prototypical tool under the user-testing stage in this study. Afterwards, we assessed and evaluated the tool by the following methods: Participant Observation, Semi-Structured Interviews and Questionnaire Survey. According of the results of the assessment and evaluation, it is positive that the Situated Instructional Game Assistive in Auditory Verbal Drills’ provided in this study was able to ameliorate the hearing-impaired children’s motivation toward learning. Also, the tool made the preparation of instruction materials more easy and efficient than it was before. In addition, we also found that allowing the hearing-impaired children create a new level in the game would make them more familiar with the scenario and stimulate them to think, which yielded the same results with Auditory Verbal Therapy. en_US dc.description.tableofcontents 第一章 緒論 6第二章 文獻探討 8第一節 聽覺口語法 8一、聽覺口語法介紹 8二、聽覺口語法成效 10三、聽覺口語法教學 15第二節 數位遊戲式學習 19一、數位遊戲式學習介紹 19二、數位遊戲式學習成效 20第三節 相關產品 21第三章 研究方法 24第一節 研究流程 24第二節 研究對象 25第三節 原型工具 26一、原型工具架構與內容 26二、原型工具開發過程 28第四節 研究方法 29一、半結構性訪談法 29二、易用性測試 30三、參與觀察法 31四、問卷調查法 32第四章 研究結果與討論 35第一節 原型工具設計結果 35第二節 觀察結果 38第三節 訪談結果 43第四節 問卷統計結果 45第五章 結論 47第一節 結論 47第二節 研究限制 48第三節 未來展望 49參考文獻 50 zh_TW dc.format.extent 2248748 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104462013 en_US dc.subject (關鍵詞) 聽覺口語法 zh_TW dc.subject (關鍵詞) 數位遊戲式學習 zh_TW dc.subject (關鍵詞) 聽損 zh_TW dc.subject (關鍵詞) 早期療育 zh_TW dc.subject (關鍵詞) Auditory verbal therapy en_US dc.subject (關鍵詞) Digital game-based learning en_US dc.subject (關鍵詞) Hearing impaired en_US dc.subject (關鍵詞) Early intervention en_US dc.title (題名) 數位遊戲化的聽覺口語法輔助工具之設計 zh_TW dc.title (題名) Design of A Digital Game-Based Auditory Verbal Therapy Assistive Tool en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 1. 余雅筑，（2016），聽損兒家庭運用數位學習工具之策略。雅文聽語期刊，30。2. 林桂如，（2009），從實證本位觀點探討聽障兒童早期介入聽覺口語法療育之成效。中華民國特殊教育學會年刊：成長與茁壯，98，27-50。3. 林桂如（主編），（2014）。聽覺口語法理論與實務──以家庭為中心的聽覺障礙早期療育。臺北：心理。4. 梁朝雲、陳德懷、楊叔卿、楊接期，（2008）。「悅趣化數位學習」研究宣言。5. 梁朝雲，（2010）。實踐「寓樂於教」理念的數位學習設計。T&D飛訊，91，1-19。6. 黃國禎、蘇俊銘、陳年興， (2015)。數位學習導論與實務 (第二版)。博碩文化股份有限公司。7. 雅文兒童聽語文教基金會教研部，（2008）。聽覺口語教學示範教材。臺北：雅文兒童聽語文教基金會。8. 蔡蕙如，（2010）。自自然然開口說 : 聽損兒情境學習指導。臺北：雅文兒童聽語文教基金會。9. AG Bell Academy for Listening and Spoken Language, (2011). Principles of LSLS.10. Auditory-Verbal International, (1991). Auditory-verbal position statement. The Auricle, 4, 11-12.11. Caleffe-Schenck, N., (1992). The auditory-verbal method: Description of a train-ing program for audiologists, speech language pathologists, and teachers of children with hearing loss. The Volta Review, 94, 65-68.12. Chen, M.-P., & Lee, C.-Y., (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530-542.13. Cole, E. B., & Flexer, C. A., (2007). Children with hearing loss: Developing listening and talking, birth to six. San Diego, CA: Plural Publishing.14. Dornan, D., Hickson, L., Murdoch, B., & Houston, T., (2007). Outcomes of anauditory-verbal program for children with hearing loss: A comparative study with a matched group of children with typical hearing. The Volta Review, 107 (1), 37–54.15. Duncan, J., & Rochecouste, J. (1999). Length and complexity of utterances produced by kindergarten children with impaired hearing and their hearing peers. Australian Joumal of Education of the Deaf, 5, 63-69.16. Duncan, J., (1999). Conversational skills with hearing loss and children with normal hearing in an integrated setting. The Volta Review, 101(4), 193-211.17. Dunst, C. J., Trivette, C. M., Davis, M., & Cornwell, J., (1988). Enabling and empowering families of children with health impairments. Children’s Health Care, 17(2), 71–81.18. Easterbrook, S. R., O`Rourke, C. M., & Todd, N.W., (2000). Child & familyfactors associated with deaf children`s success in A-V therapy. The AmericanJournal of Otology, 21, 341-344.19. Estabrooks, W. (Ed.), (1994). Auditory-verbal therapy: for parents andprofessionals. Washington, DC: A.G. Bell.20. Estabrooks, W., (1993). Still listening…auditory-verbal therapy for “older”children. The Volta Reviews, 95(3), 231-252.21. Estabrooks, W., (2006). Auditory-verbal therapy and practice. Washington, DC:AGB Association for the Deaf and Hard of Hearing.22. Geers, A., (2006). Factors influencing spoken language outcomes in children following early cochlear implantation. Adv Otorhinolaryngol, 64, 50-65.23. Goldberg, D. M., (1993). Auditory-verbal philosophy: A tutorial. The Volta Review, 95(3), 181-186.24. Goldberg, D. M., & Flexer, C., (1993). Outcome survey of auditory-verbalgraduates: Study of clinical efficacy. Journal of the American Academy of Audiology, 4(3), 189-200.25. Goldberg, D. M., & Flexer, C., (2001). Auditory-verbal graduates: Outcomes survey of clinical efficacy. Journal of the American Academy of Audiology, 12(8), 406-414.26. Gopher, D., Weil, M., & Bareket, T., (1994). Transfer of skill from a computer game trainer to flight. Human Factors, 36(3), 387-405.27. Joint Committee on Infant Hearing, (2007). Year 2007 Position statement: principles and guidelines for early hearing detection and intervention. Pediatrics, 120, 898-921.28. Kaipa, Ramesh and Michelle L Danser., (2016). Efficacy of auditory-verbal therapy in children with hearing impairment: A systematic review from 1993 to 2015. International journal of pediatric otorhinolaryngology, 86, 124-34.29. Kuo, M. J. (2007). How does an online game based learning environment promote students’ intrinsic motivation for learning natural science and how does it affect their learning outcomes? Proceedings of the First IEEE International Workshop on Digital Game and Intelligent Toy Enhances Learning, 135-143.30. Kirriemuir, J., & McFarlane, A., (2004). Literature review in games and learning. Bristol: Nesta Futurelabs.31. Lin, H. C.,Shu, M. T., Lee, K. S., Lin, H. Y., Lin, G., (2007). Reducing false positives in newborn hearing screening program: how and why. Otology & Neurotology, 6(28), 788-792.32. Ling, L., (1993). Auditory-Verbal Options for Children with Hearing Impairment: Helping to Pioneer An Applied Science. The Volta Review, 95, 187-196.33. Lim, SYC. & Simser, J., (2005). Auditory-verbal therapy for children with hearing impairment. Annals Academy of Medicine, 34(4), 308-312.34. Marlowe, J., (1993). Audiological Assessment and Management in the Auditory- verbal Approach. The Volta Review, 95, 205-215.35. McCaffrey, H., Davis, B. L., MacNeilage, P.F., & Von H. D., (2000). Multichannel cochlear implantation and the organization of early speech. The Volta Review, 101(1), 5-28.36. McFarlane, A., Sparrowhawk, A. and Heald, Y., (2002). The role of games in education.37. Menn, L. & Stoel-Gammon, C., (2005). Phonological development: Learning sounds and sound patterns. In J. Berko Gleason (Ed.), The development of language (6th ed.), pp. 62-111. Needham Heights, MA: Pearson.A research report to DfES.38. O’Neil HF, Baker EL and Wainess R., (2005). Classification of learning outcomes: Evidence from the computer games literature. Curriculum Journal, 16(4), 455-474.39. Oller, D. K., & Eilers, R. E., (1988). The role of audition in infant babbling. Child development, 441-449.40. Pappas, D. G., Flexer, C., & Shackelford, L., (1994). Otological andhabilitative management of children with Down Syndrome. Laryngoscope, 104(9), 1065-1070.41. Pierfy, D. A., (1977). Comparative simulation game research: Stumbling blocks and steppingstones. Simulation & Games, 8(2), 255-268.42. Pollack, D., Goldberg, D. M., & Caleffe-Schenck, N., (1997). Educational audiology for the limited-hearing infant and preschooler: An auditory-verbal program. Charles C Thomas Pub Limited.43. Prensky, M., (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-638.44. Prensky, M., (2007). Digital Game-Based Learning. New York: McGraw-Hill.45. Randel, J., Morris, B., Wetzel, C. D., & Whitehall, B., (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261-276.46. Read, J. C., MacFarlane, S. J., & Casey, C., (2002, August). Endurability, engagement and expectations: Measuring children’s fun. In Interaction design and children (Vol. 2, pp. 1-23). Shaker Publishing Eindhoven.47. Rhoades, E. A., (2001). Language progress with an auditory-verbal approach for young children with hearing loss. International Pediatrics, 16(1), 41-47.48. Rhoades EA, Chisolm TH., (2001). Global language progress with an auditory-verbal approach. The Volta Review, 101(2), 5-24.49. Robertson L, Flexer C., (1993). Reading development: A parent survey of children with hearing impairment who developed speech and language through the A-V method. The Volta Review, 95(3), 253–261.50. Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., & Flores P. et al., (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.51. Simser, J., (1993). Auditory-Verbal Intervention: Infants and toddlers. The Volta Review, 95(3), 217-229.52. Smith, T., Polloway, E., Patton, J. & Dowdy, C., (2001). Teaching students with special Needs in inclusive settings. Needham Heights, MA: Allyn & Bacon.53. Warner-Czyz, A. D., Davis, B. L., & Morrison, H. M., (2005). Production accuracy in a young cochlear implant recipient. Volta Review, 105(2), 151.54. Whitehall, B.V., & McDonald, B.A., (1993). Improving learning persistence of military personnel by enhancing motivation in a technical training program . Simulation & Gaming, 24(3), 294-313.55. Wray, D., Flexer, C., &Vaccaro, V., (1997). Classroom performance of children who are hearing impaired and who learned spoken communication through the A-V approach: An evaluation of treatment efficacy. The Volta Review, 99(2), 107-119.56. Wu, C. D, & Brown, P. M., (2004). Parents` and teachers` expectations of Auditory-Verbal therapy. The Volta Review, 104(1), 5-20.57. Yoshinaga-Itano, C., & Apuzzo, M. L., (1998). Identification of hearing loss after age 18 months is not early enough. American Annals of the Deaf, 143(5), 380-387. zh_TW dc.identifier.doi (DOI) 10.6814/THE.NCCU.DCT.010.2018.B02 -
