本研究旨在探討運用腦波儀（EEG）及Wedo 2.0樂高積木識別國小一年級特殊需求學生於專注力之分析。
研究對象採立意取樣，為桃園市某國民小學三位一年級特殊需求學生，分別為自閉症（亞斯伯格症）學童、學習障礙學童、情緒行為障礙（注意力缺陷過動症）學童，蒐集其操作Wedo 2.0樂高積木進行分類活動時的專注力及放鬆力數據。本研究以腦波數據分析為主，所蒐集之資料以圖、表方式進行分析，以量化的分析為主，質性分析為輔，採半結構式訪談紀錄、觀察、錄影與文字紀錄並行的分析方式，期以了解學生之專注狀態。
綜合本研究結果，研究者提出以下結論：
一、特殊需求學生在Wedo 2.0樂高積木分類課程活動的正確率上皆有進步表現。
二、特殊需求學生在Wedo 2.0樂高積木分類課程活動上之專注力eSense指數達67，表示都比正常水準略高，另依據三位學生專注力達高分群占比，三位專注力差異不大。
三、特殊需求學生在Wedo 2.0樂高積木分類課程活動上之放鬆力eSense指數達67，表示都比正常水準略高，情緒行為障礙（注意力缺陷過動症）學童之放鬆力達高分群整體占比較自閉症（亞斯伯格症）學童、學習障礙學童多至2~3倍。
四、不同障礙類別進入高專注且高放鬆之心流經驗次數與期別皆不同。自閉症（亞斯伯格症）學童在介入期達心流經驗次數最多，學習障礙學童於維持期達到最多次高專注、高放鬆的心流經驗，情緒行為障礙（注意力缺陷過動症）學童達心流經驗次數最多在基線期。

The purpose of the study was to assess the attention of first grade special needs students by using Electroencephalography(EEG) and LEGO Wedo 2.0. The research subjects are 3 special needs students of the first grade resource class in an elementary school of Taoyuan City. There were autistic(Asperger syndrome) student, learning disability student, attention deficit hyperactivity disorder student. The researcher used the (EEG) system to uniformly collect the data of attention when these 3 students were classified LEGO Wedo 2.0.
The obtained data were diagrammatically analyzed by the ways of diagrams and tables, the data is mainly based on quantitative narrative statistics, supplemented by qualitative semi-structured interview records,and research and analysis. The research results are shown as the followings:
1.Students with special needs have improved performance in the accuracy of LEGO Wedo 2.0 classification course.
2.These 3 students classified LEGO Wedo 2.0 have attention eSense index of 67,it is slightly higher than the normal level.According to their high score group of attention, they have no significant difference.
3.These 3 students classified LEGO Wedo 2.0 have mediation eSense index of 67,it is slightly higher than the normal level. According to their high score group of mediation, attention deficit hyperactivity disorder student with a high level of mediation ability accounted for up to 2 to 3 times that of students with autism and learning disabilities.
4.Students of different obstacle types have different flow experience (high attention and mediation ) rate and period. Autistic(Asperger syndrome) student hava most times of flow experience during the intervention period, student with learning disabilities hava most times of flow experience during the maintenance period, attention deficit hyperactivity disorder student hava most times of flow experience during the baseline period.

謝誌 i
摘要 ii
Abstract iii
表目錄 vii
圖目錄 viii

第一章 緒論 1
第一節 研究背景與動機 2
第二節 研究目的與問題 9
第三節 名詞釋義 10
第四節 研究限制 17

第二章 文獻探討 19
第一節 腦波理論與相關研究 19
第二節 樂高積木相關應用與研究 28
第三節 特殊需求學生相關理論與研究 31
第四節 專注力理論及相關研究 36
第五節 放鬆力理論及相關研究 43
第六節 心流經驗理論及相關研究 44

第三章 研究設計與實施 47
第一節 研究架構 47
第二節 研究對象 51
第三節 研究工具 53
第四節 研究流程 56
第五節 資料處理與分析 58
第六節 研究倫理 59

第四章 研究結果與討論 61
第一節 受試者甲乙丙樂高積木分類正確率結果分析 61
第二節 受試者甲乙丙專注力結果分析 71
第三節 受試者甲乙丙放鬆力結果分析 72
第四節 受試者甲乙丙心流經驗分析 73

第五章 結論與建議 79
第一節 結論 80
第二節 建議 83

參考文獻 87
中文部分 87
英文部分 93

附錄 103
附錄一 研究倫理審查證明 103
附錄二 訪談紀錄 104

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