以AHP探討Deepfake技術整合影片示範教學於中重度智能障礙學生教學之關鍵因素分析

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Title:	以AHP探討Deepfake技術整合影片示範教學於中重度智能障礙學生教學之關鍵因素分析
Other Titles:	The Critical Success Factors Analysis of Deepfake-based Video Demonstration Teaching for Handicapped Students Using AHP Method
Authors:	黃宜婷 HUANG, YI-TING
Contributors:	資訊管理學系陳宗義 CHEN, TSUNG-YI
Keywords:	深偽技術;影片示範教學;中重度智能障礙;層級分析法 analytic hierarchy process(AHP);deepfake technology;video modeling (VM);Severe mental retardation
Date:	2021
Issue Date:	2022-08-18 13:56:55 (UTC+8)
Abstract:	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，都因本身的障礙的限制，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。但，在教學過程中，若能運用適合的教學策略，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。本研究探討特殊教育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，VM )結合深偽技術(deepfake technology)思考教學策略及教材呈現的最適化方式，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。研究過程參酌國內外學術文獻，透過教學現場教師及家長的專家深度訪談，找出目前影片示範教學在教學現場使用時的優缺點，並設計一個deepfake為基的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）分別探討科技、教材內容、及使用者等三個構面影響成功的關鍵因素之重要性。研究過程發現教學者及家長對於此教學模式抱持正向支持態度且期待有實際使用的機會。本研究之成果將為教材研發者或製造商，未來應用deepfake於數位教學教材設計建構之參考。　　Children with intellectual disabilities are restricted by their own obstacles in their attention, memory, learning transfer, self-management abilities, and learning attitude, which results in the inability to have the same learning performance and effectiveness as ordinary people. Therefore, the learning process often leads to problems such as low learning motivation and lack of self-confidence. The predetermined teaching goal can achieved effectively, if appropriate teaching strategy and learning material is used to support in teaching. This study explores how special educators can provide children with appropriate video modeling combined with deepfake technology to think about teaching strategies and teaching materials, so that handicapped students can also experience the joy of learning through digital teaching. The study referred to literatures and interviewed with teachers and parents to find out the advantages and disadvantages of the current video modeling. Then, the study designed a deepfake-based analytic hierarchy process (AHP) key factor model for the success of teaching students with moderate to severe intellectual disabilities. Finally, this study analyzed and discussed the three aspects of technology, textbook content, and users in the proposed factor model. The study found that teachers and parents hold a positive attitude towards this teaching model and look forward to the opportunity to use the deepfake-based digital teaching tools. The results will serve as a reference for textbook developers or manufacturers to develop the future teaching tools.
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