在市場規模經濟的侷限下，國小輕度智能障礙學生的人數較少，市場規模經濟效益較低，因此廠商投入開發此一領域之學習輔助媒體的意願普遍不高，導致國小輕度智能障礙學生較缺乏合適之輔助學習的動畫媒體。3D的視覺特效被認為適合在數學、科學、與機械等領域的學習輔助，其可提升一般學生的學習成效，唯對輕度智能障礙學生而言，其學習模式存在個殊性，因此本研究以國小輕度智能障礙學生為使用對象，設計其適用的3D數學學習輔助動畫，且透過教室實地教學方式來評估國小輕度智能障礙學生使用3D數學動畫輔助學習的效果。本研究共設計4個單元的3D數學動畫以及建置一個教學支援平台，並在授課老師的協助下完成11位輕度智能障礙學生的教學實驗及成果分析，實驗結果顯示3D動畫的確可提升國小輕度智能障礙學生的數學學習意願與學習成效。 Under the limitation of scale economy for the students of mild mental retardation in elementary school, the software companies have lower intention to design the assisting learning animations of mathematics for those students. Therefore, the students of mild mental retardation in elementary school are lack of suitable assisting animations while they learn mathematics. The 3D visual effects are seen as a useful approach to improve the learning performance for the general students in learning mathematics, nature, and machine. For the students of mild mental retardation, their learning styles are special from those general students. Thus this study designed and implemented the assisting learning animations of mathematics for the students of mild mental retardation in the elementary school. By the classroom teaching experiment, this study estimated the effectiveness of four designed 3D animations of mathematics and a supporting learning system. With 11 students of mild mental retardation, the learning performances were analyzed under the assists of elementary school teachers. The results showed that 3D animations can improve the learning intention and performance for those students of mild mental retardation.
