Effects of 3D Printing Interactive Technology on Special Education for Children with Different Disabilities


Using assistive technology as a tool in special education is an important intervention for children with special need in recent studies. This study proposes to develop an interactive tool that functions as a low-cost, learning interface for children with different disabilities. Two children from a resource class in the elementary school participated in this research. This research applies 3D printing technology to develop a multi-media interactive feedback interface to train children with learning or physical disabilities to insert coins and improve learning motivation. Microsoft Visual C# is used for the human-machine interface. By means of inserting coins, users are able to increase the number of points won or vision and audio interface feedback. After the task is judged, the real-time feedback is processed by a prerecorded key wizard script as the entire control video process. The multi-media content design as teaching materials to increase learning opportunities By means of this interactive technology and Microsoft Visual C# Windows program, participants were able to use the 'coin insertion' tool instead of the left key of a PC mouse. The purpose can be achieved on the basis of the interactive content adjusted for individual needs. This research investigates the effectiveness of a fine motor skills training process for the upper limbs of students with physical disabilities. It involves the parents and teachers in obtaining real feedback. The conclusions of this study are also discussed. This study also applies low-cost technology in home-based interactive learning method for children with different disabilities.

Author Information
Shu-Hua Chen, National University of Tainan, Taiwan
Chien-Yu Lin, National University of Tainan, Taiwan
Quo-Cyuan Mao, National Chiayi University, Taiwan

Paper Information
Conference: ACE2018
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

This paper is part of the ACE2018 Conference Proceedings (View)
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Posted by James Alexander Gordon