Department of Special Education, Chung Yuan Christian University, Chung-Li, Taiwan.
Department of Electronic Engineering, Chung Yuan Christian University, Chung-Li, Taiwan.
J Appl Res Intellect Disabil. 2020 May;33(3):409-419. doi: 10.1111/jar.12683. Epub 2019 Nov 12.
Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities.
Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game-based intervention and using an ATM independently.
Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively.
The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.
智力障碍者（ID）可能在完成日常生活任务方面存在困难。在其他日常生活任务中，独立使用自动取款机（ATM）的技能是智力障碍者的一项基本生活技能。
实验对象为特殊教育班的 3 名初中生。我们采用增强现实（AR）技术使 ATM 技能训练游戏化。具体而言，采用了多项基线设计来展示基于游戏的干预与独立使用 ATM 之间的关系。
数据显示，所有 3 名参与者的正确任务步骤百分比都有所增加。社会有效性结果表明，教师认为 AR 游戏非常有用，并且帮助学生有效地学习了 ATM 技能。
所提出的 AR 游戏可用于对智力障碍学生进行有效的 ATM 独立使用训练。
