本研究旨在探討WeDo 2.0樂高積木課程介入學齡前特殊需求幼兒之專注力變化，並藉由腦波儀 ( EEG ) 的數據，了解樂高積木分類課程介入後，幼兒的積木正確率以及專注力與放鬆力之變化，並輔以質性內容分析幼兒如何在課程中達到高專注、高放鬆之經歷，進入心流經驗。
本實驗採單一個案研究法中的A-B-A倒返設計。本實驗研究工具為NeuroSky藍芽腦波耳機和樂高積木WeDo 2.0核心教育組。其中腦波耳機作為收集生理腦波數據的生物感測器，其易攜便、方便穿戴、低成本、高效益的優勢，為目前廣泛應用在教育研究上。不過也由於配戴腦波儀屬於非侵入式取得並分析個人之生物行為、生理等有關資訊之工具，因此，研究者確認實驗程序並送件審核依法取得核可字號後，進行研究對象的樂高課程介入。本研究對象為四名經桃園市鑑輔會鑑定具有發展遲緩之需求幼兒。研究者和四位發展遲緩幼兒分別進行總共9次WeDo 2.0樂高積木分類課程任務介入27次任務後，並依所收集到的積木正確率、專注力腦波數據、放鬆力腦波數據等量化資料為主，行為觀察紀錄和家長訪談紀錄為輔的質性內容描述的方式，以利更多面向地瞭解四位發展遲緩幼兒在專注力之情形。
綜合量化資料與質性資料的研究結果顯示四位發展遲緩幼兒在Wedo 2.0樂高積木分類課程任務的積木正確率上皆有有提升。專注力部分，四位發展遲緩幼兒在Wedo 2.0樂高積木分類課程活動上的高專注力eSense指數達67，且四位發展遲緩幼兒整體高專注力占比差異不大，皆有15％以上，佔整個專注力歷程約六分之一。放鬆力部分，四位發展遲緩幼兒在Wedo 2.0樂高積木分類課程活動上的高放鬆eSense指數達67，四位發展遲緩幼兒皆可經歷高放鬆力歷程，但四位發展遲緩幼兒經歷高放鬆歷程的整體占比不一，占比最高的丁生與最少次數的乙生相差約5％左右。高專注高放鬆 ( 心流經驗 ) 部分，四位發展遲緩幼兒在三階段皆可經歷心流經驗的歷程，唯四位發展遲緩幼兒依不同特質而進入高專注且高放鬆之心流經驗的期別不同，但整體落差不大。

The purpose of this study is to explore the changes in the concentration of preschool children with special needs after the intervention of the WeDo 2.0 Lego building curriculum, and to use the data of the electroencephalograph ( EEG ) to understand the relationship between the children's building block accuracy and concentration after the intervention of the Lego brick classification course. Changes in relaxation ability, supplemented by qualitative content analysis, how children achieve high concentration and high relaxation experiences in the course, and enter into flow experience.
This experiment adopts the A-B-A backward design in the single case study method. The research tools for this experiment are NeuroSky Bluetooth brainwave headsets and Lego building blocks WeDo 2.0 core education group. Among them, brainwave earphones are used as biosensors to collect physiological brainwave data. Due to their advantages of portability, convenience to wear, low cost and high efficiency, they are currently widely used in educational research. However, wearing an electroencephalograph is non-invasive. It is a tool for obtaining and analyzing personal biological behavior, physiology and other relevant information. Therefore, the researcher confirms the experimental procedures and submits them for review. After obtaining the approved trademark in accordance with the law, the researcher conducts the Lego course intervention for the research subjects. The subjects of this study were four children with developmental delays identified by the Taoyuan City Appraisal and Assistance Association. The researcher and four children with developmental delays conducted a total of 9 WeDo 2.0 Lego building block classification course tasks and intervened in 27 tasks. Based on the collected quantitative data such as the accuracy of building blocks, concentration brainwave data, and relaxation brainwave data, Mainly, behavioral observation records and parent interview records are supplemented by qualitative content description, in order to gain a more comprehensive understanding of the concentration situation of the four children with developmental delays.
The research results combining quantitative data and qualitative data show that the accuracy of building blocks in the Wedo 2.0 Lego brick classification course task has improved for four children with developmental delays. In the concentration part, the eSense index of high concentration among the four children with developmental delays in the Wedo 2.0 Lego brick classification course activities reached 67, and the overall high concentration ratio of the four children with developmental delays was not very different. They all had more than 15%, accounting for The entire concentration process is about one-sixth of the way through. For the relaxation part, the high relaxation eSense index of the four children with developmental delays in the Wedo 2.0 Lego brick classification course activity reached 67. All four children with developmental delays could experience high relaxation, but the four children with developmental delays experienced high relaxation. The overall proportion is different. The difference between Ding Sheng, who has the highest proportion, and Yi Sheng, who has the least number of times, is about 5%. In the high concentration and high relaxation ( flow experience ) part, the four children with developmental delays can all experience the process of flow experience in the three stages. Only the four children with developmental delays entered the stage of high concentration and high relaxation flow experience according to different characteristics. Different, but overall similar.

第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題5
第三節 名詞釋義6
第二章 文獻探討13
第一節 學齡前特殊需求幼兒13
第二節 樂高積木及相關研究與應用17
第三節 腦波儀及腦波相關研究與應用26
第四節 專注力相關理論以及與腦波的相關研究32
第五節 放鬆力相關理論與腦波的相關研究44
第三章 研究設計與方法51
第一節 研究設計與架構51
第二節 研究程序58
第三節 研究對象60
第四節 研究工具66
第五節 資料處理與分析70
第六節 研究倫理73
第四章 研究結果分析與討論74
第一節 學前特殊需求幼兒在進行WeDo2.0樂高積木分類課程時的策略介入前後結果表現分析74
第二節 學前特殊需求幼兒在進行WeDo2.0樂高積木分類課程時之腦波專注力變化104
第三節 學前特殊需求幼兒在進行WeDo2.0樂高積木分類課程時之腦波放鬆力變化107
第四節 學前特殊需求幼兒進行WeDo2.0樂高積木分類課程之同時高專注力與高放鬆(心流)經驗分析110
第五節 學前特殊需求幼兒進行WeDo2.0樂高積木分類課程之家長訪談結果142
第五章 研究結論與建議144
第一節 研究結論144
第二節 研究建議149
參考文獻153
壹、中文文獻153
貳、英文文獻157
附錄一 審查核可證明(11003HT026)163
附錄二 家長同意書164

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