擴增嗅覺回饋輔助視障生之 地理學習成效-以土石流為例

Abstract

視障學生在地理學習中面臨多重挑戰，尤其是傳統以視覺為主的教學模式，對於視障生的地理學習相當不利。針對此問題，本研究旨在探討擴增嗅覺回饋的應用，以期改善視障學生的地理學習成效。基於氣味與記憶的關聯性，本研究在地理教學活動中引入嗅覺刺激，期望通過多感官學習模式提升視障學生的學習效果，並藉由氣味聯結增強內容記憶。本研究選取與日常生活及防災教育密切相關的土石流作為學習主題，採用實驗法探究擴增嗅覺回饋對視障學生學習效果及嗅覺心像能力的影響，並在實驗後進行訪談了解學生對於氣味融入學習環境的看法。 本研究邀請了14名國、高中視障學生參與，且嗅覺能力表現均正常。在地理學習的活動中，實驗組加入模擬土石流的環境氣味進行多感官地理學習，並與無氣味刺激的控制組進行比較。由於樣本數及個人對氣味的感知和偏好等存在差異，研究結果顯示擴增嗅覺回饋對地理學習成效及嗅覺心像能力的提升並不顯著。 然而，根據訪談結果表示，擴增嗅覺回饋可支持視障學生的多感官學習，尤其在提升學習興趣、理解力及記憶力方面。在圖書館等自學空間中，擴增嗅覺回饋輔助閱讀有助於提升讀者的理解力和沉浸感，顯示出嗅覺輔助學習的潛力。 本研究為圖書館及學校視障教育應用上提供擴增嗅覺回饋輔助閱讀與學習成效的初步參考，未來可進一步擴展至其他學科進行相關研究。

Visually impaired students face multiple challenges in geography learning, particularly due to traditional visual-centric teaching methods that are significantly disadvantageous for them. This study aims to explore the application of augmented olfactory feedback to improve the geographical learning outcomes of visually impaired students. Based on the relationship between scent and memory, the research introduces olfactory stimuli into geography teaching activities, with the hope of enhancing learning effectiveness through a multi-sensory learning model and strengthening content memory through scent associations. The study focuses on landslides, a topic closely related to daily life and disaster prevention education, employing an experimental method to investigate the impact of augmented olfactory feedback on the learning outcomes and olfactory imagery abilities of visually impaired students. Interviews were conducted after the experiment to understand students' perspectives on the integration of scents into the learning environment. Fourteen visually impaired students from junior and senior high schools were invited to participate, all demonstrating normal olfactory abilities. In the geography learning activities, the experimental group engaged in multi-sensory geography learning with simulated environmental scents of landslides, compared to a control group with no olfactory stimuli. Due to variations in sample size and individual perceptions and preferences for scents, the results indicated that augmented olfactory feedback did not significantly enhance geography learning outcomes or olfactory imagery abilities. However, interview results suggested that augmented olfactory feedback can support multi-sensory learning for visually impaired students, particularly in enhancing learning interest, comprehension, and memory. In self-study environments like libraries, augmented olfactory feedback can assist reading, helping to improve readers' comprehension and immersion, highlighting the potential of scent-assisted learning. This study provides preliminary references for applying augmented olfactory feedback to assist reading and learning effectiveness in visually impaired education within libraries and schools, with the potential for further expansion into other subjects for related research.