Abstract
<p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">許多研究證明擴增實境（</span>Augmented Reality, AR<span style="font-family:"新細明體",serif">）技術融入一般課程之可行性，但綜觀國內</span>AR<span style="font-family:"新細明體",serif">技術於特教課程研究，卻無系統性探討現況或趨勢文獻。本研究為瞭解</span>AR<span style="font-family:"新細明體",serif">技術融入特教課程實證研究現況及趨勢，以國內</span>2011<span style="font-family:"新細明體",serif">年首篇相關文獻始至</span>2019<span style="font-family:"新細明體",serif">年</span>7<span style="font-family:"新細明體",serif">月，對華藝圖書館及博碩士論文知識加值系統以關鍵字「擴增實境、特殊教育、身心障礙及資優教育」搜尋，範圍從學前至高中</span>/<span style="font-family:"新細明體",serif">職，共</span>22<span style="font-family:"新細明體",serif">篇實證研究。結果顯示</span>AR<span style="font-family:"新細明體",serif">技術於特教課程應用多為：</span></span></span></span></p><p style="margin-right:40px; margin-left:91px; text-align:justify; text-indent:-14.4pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">1. <span style="font-family:"新細明體",serif">因應特殊需求，多應用於獨立特需課程或特需融入其他科目，如語文；學習階段為國小（</span>60%<span style="font-family:"新細明體",serif">）應用最廣。</span></span></span></span></p><p style="margin-right:40px; margin-left:91px; text-align:justify; text-indent:-14.4pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">2. <span style="font-family:"新細明體",serif">針對身心障礙特質，</span>14<span style="font-family:"新細明體",serif">個類別中的前三類為自閉症（</span>26%<span style="font-family:"新細明體",serif">）、學障（</span>17%<span style="font-family:"新細明體",serif">），智障、聽障與情障（</span>13%<span style="font-family:"新細明體",serif">）並列第三；</span></span></span></span></p><p style="margin-right:40px; margin-left:91px; text-align:justify; text-indent:-14.4pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">3. AR<span style="font-family:"新細明體",serif">技術能明確提升特教生學習成效。</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">針對</span>AR<span style="font-family:"新細明體",serif">技術於特教課程設計趨勢而言，</span>2016<span style="font-family:"新細明體",serif">年前，其相關文獻僅</span>4<span style="font-family:"新細明體",serif">篇，但</span>2017<span style="font-family:"新細明體",serif">年至</span>2019<span style="font-family:"新細明體",serif">年</span>7<span style="font-family:"新細明體",serif">月增至</span>17<span style="font-family:"新細明體",serif">篇，其應用於特教課程越趨廣泛且有一定效能性；因人數及課程設計概念且</span>AR<span style="font-family:"新細明體",serif">技術特性對學、情障相當契合，未來兩障別之</span>AR<span style="font-family:"新細明體",serif">相關研究數量應會驟升；</span>AR<span style="font-family:"新細明體",serif">融入特教課程因融合教育精神，呼應一般課程設計，國小將朝自然或社會科發展，國中則為英文、地理及理化等。希冀透過</span>AR<span style="font-family:"新細明體",serif">輔助，提升學習動機、培養自主學習與學習歷程省思，學生從「教不會」變「不教就會」。</span></span></span></span></p>