通過輔助技術來支援有學習困難的學生
在學校裡，有學習困難的學生可能不太願意參加學校活動。他們消極的態度、思想和行為可能會影響其學習成績、朋輩關係、情緒發展，甚至個人健康。由於科技的進步，一些創新的輔助技術可幫助患有不同殘疾類型的學生，例如感觀障礙、自閉症譜系障礙、學習障礙及注意力障礙等，協助他們適應學校生活和學習環境。本文將介紹虛擬實境和谷歌眼鏡兩項科技輔助工具，讓老師了解如何運用科技教學提升學生學習。
虛擬實境(VR)作為教育的輔助工具
虛擬實境(VR)是電腦產生的模擬環境或對現實環境或情況的重新創建。戴上VR裝置後，通過視力和聽覺的刺激，使用者可以親身體驗虛擬的現實環境。對於有學習困難的學生，VR系統的使用可以在不同方面激發他們的學習。在職業專才教育中，學生會接觸到新的學習體驗，投入新的學習環境，甚至職場學習。對於感觀障礙和自閉症等學生來說，這些新鮮且陌生的環境往往會帶給他們極度壓力和焦慮。使用VR科技學習，這些學生能沉浸在360º仿真環境中，從而增強他們對真實世界的探索。VR科技學習既可以為這些學生提供在實際情境下進行練習的機會，又免除於無法控制的現實環境中練習新技術而可能引致的危機。除此之外，患有自閉症的學生與他人交流時可能會欠缺眼神交流或難以專注。VR技術可以通過某種方式來調整臉部影像，讓這些學生在視覺學習過程中更輕鬆地學習，從而減少自閉症症狀的出現。由於虛擬世界提供了視覺方式體驗學習，因此使用VR進行學習活動時，相比傳統教室教學或閱讀簡報，學生更加能夠自主學習。對於有學習困難的學生來說，VR科技有效地改善他們的學習。
谷歌眼鏡作為教育的輔助工具
谷歌眼鏡是一副可穿戴的智能眼鏡，其中包括以一對眼鏡形狀設計的光學頭戴式顯示器。眨一下眼睛，使用者可以拍攝照片並將其上傳到網絡、處理文字和電子郵件、檢查天氣和道路交通資訊等。借助谷歌眼鏡中配備的音頻控制設備，有學習困難的學生可以在課堂裡拍照或攝錄他們的所看或所聽。
利用谷歌眼鏡的錄製功能，學生可以即時錄製講課的內容，以作溫習或將來參考之用。這對學生很有幫助，特別是對學習速度較慢的學生，因為他們可以在課後無限制地複習講課的內容，讓他們加深了解或鞏固所學習的知識。由於谷歌眼鏡可以在免提模式下通過自然語音進行操作，患有肢體殘障的學生更可以獨立進行學習活動，例如搜尋資料、分享內容、拍照和錄製。這樣無疑使他們的學習更加有效和輕鬆。另外，谷歌眼鏡的另一個有趣功能是情感識別，它可以檢測情感表達，然後將資料轉換為使用者可以理解的文本、音頻或表情符號。這對於患有自閉症的學生特別有用，讓他們可以更容易理解别人的表情和情感。
運用輔助教育的技術，可以讓學生執行以前無法或較難完成的任務，從而幫助他們增強學習能力和獨立性。有見及此，老師可研究不同的學習輔助工具，讓患有學習困難的學生能夠受惠。
參考文獻：
Ehrlich, J., & Miller, J. (2009). A Virtual Environment for Teaching Social Skills: AViSSS. IEEE Computer Graphics and Applications, 29(4), pp. 10-16.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp. 1-6. Retrieved December 2, 2019, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Rathore, K., Patel, R., & Painkra, A.K. (2014). Google Glass and its Role in Modern Education. International Journal of Engineering Sciences & Research Technology. Rathore, 3(10), pp. 154-162. Retrieved December 2, 2019, from https://www.academia.edu/8781011/Google_Glass_and_its_Role_in_Modern_Education
Reis, M. (2014). Could virtual reality be the next big thing in education? Retrieved December 2, 2019, from http://www.forbes.com/sites/ptc/2014/08/27/could-virtual-reality-be-the-next-big-thing-in-education/#230dce8a2aa3
Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do Children with Autism Learn to Read More Readily by Computer Assisted Instruction or Traditional Book Methods? Autism, 6(1), pp. 71-91.
Supporting Students with Learning Difficulties through Assistive Technologies
It is reckoned that students facing difficulties in learning may tend to be less willing to participate in school. Their demotivated attitude and disconnected thoughts and behaviours can adversely affect academic performance, peer relationships, emotional development, and even health. Thanks to technology advancement, some innovative assistive technologies can now benefit students with an array of disabilities, such as sensory impairment, autistic spectrum disorder (ASD), learning disabilities as well as attention deficit disorder, and help them better adapt to school life and learning environment. In this article, the assistive technologies of Virtual Reality (VR) and Google Glass will be introduced for you to understand how learning could be enhanced with technology.
VR as an Assistive Tool in Education
VR is an artificial, computer-generated simulation or recreation of a real-life environment or situation. By wearing a VR headset, users can be immersed in the virtual environment as they are experiencing the simulated reality firsthand, primarily by stimulating their vision and hearing.
The use of the VR system can be very empowering for students with learning difficulties in different aspects. In vocational and professional education and training, students are exposed to a new learning experience, engaged in new learning environments and even workplace learning. Such new and unfamiliar situations could be highly overwhelming and anxiety-producing to students with different disabilities, such as sensory disorder and ASD. The use of VR can immerse students in spectacular 360º environments that enhance their real-world exploration. It can give these students opportunities to practise in realistic scenarios without the risk of practising unfamiliar skills in an uncontrolled real-life situation. Besides, students with ASD generally may have difficulty maintaining eye contact with others or paying attention in lectures. VR system can tweak faces in a way that puts students with ASD more at ease during the visual education to reduce the seriousness of autistic symptoms. Rather than sitting in front of a screen or reading the PowerPoint, learning activities using VR can better engage and motivate students, because of the visual experience provided in the virtual world. For students with learning difficulties, VR is an effective tool to engage them in learning.
Google Glass as an Assistive Tool in Education
Google Glass is a pair of wearable smart glasses, which includes an optical head-mounted display designed in the shape of a pair of eyeglasses. With a blink of eyes, the user can take a photo and upload it to the web, handle text messages and emails, check weather and road traffic information, etc. With an audio control device equipped in the Google Glass, students with various learning difficulties can take a photo or shoot a video for saving of what he/she sees or hears in lectures.
With the function of recording, students could record their lectures in real-time for revision or future reference. This would benefit students, especially slow learners as they would be able to review the lectures unlimitedly after class, to understand or consolidate what was taught. As Google Glass can be operated by natural voice in a hands-free mode, students who suffer from physical handicap and do not have use of their hands could do some tasks, such as searching information online, sharing content, taking photos and recording independently as long as they can speak. This definitely make their learning more efficient and easier. Another interesting function of Google Glass is the emotion-recognition. It can detect expressions of emotion and then translate the information into text, audio or emoticon indicators that the users can understand. It would be particularly helpful for students with ASD who are more likely to struggle in understanding people's expressions and emotions.
The use of assistive technologies helps to enhance students' learning experience and promote greater independence by enabling them to perform tasks that were formerly unable or difficult to accomplish. Teachers are encouraged to explore more about these assistive tools to facilitate their use in learning and teaching, for the benefits of students with learning difficulties.
References:
Ehrlich, J., & Miller, J. (2009). A Virtual Environment for Teaching Social Skills: AViSSS. IEEE Computer Graphics and Applications, 29(4), pp. 10-16.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp. 1-6. Retrieved December 2, 2019, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Rathore, K., Patel, R., & Painkra, A.K. (2014). Google Glass and its Role in Modern Education. International Journal of Engineering Sciences & Research Technology. Rathore, 3(10), pp. 154-162. Retrieved December 2, 2019, from https://www.academia.edu/8781011/Google_Glass_and_its_Role_in_Modern_Education
Reis, M. (2014). Could virtual reality be the next big thing in education? Retrieved December 2, 2019, from http://www.forbes.com/sites/ptc/2014/08/27/could-virtual-reality-be-the-next-big-thing-in-education/#230dce8a2aa3
Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do Children with Autism Learn to Read More Readily by Computer Assisted Instruction or Traditional Book Methods? Autism, 6(1), pp. 71-91.