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Directive counseling and sound therapy have been reported to effectively alleviate tinnitus suffering. Without objective evaluation, researchers doubt the real effect of sound therapy. This study was designed to evaluate the frequency and intensity of the theoretical ‘mixing point’ (MP) in sound therapy and to investigate its relationship with the minimal masking level (MML) of tinnitus. The tinnitus tones of 133 patients were successfully matched in frequency (dominant in 4–10 kHz) and loudness (83.09 ± 12.04 dB) using a psychoacoustic matching protocol and a newly designed tinnitus evaluation system. The matching rate was 83%. The relationship between the MP and MML is described by a linear regression equation: MP = 0.90 × MML + 1.98 (r² = 0.82, p < 0.0001). The results of matching and correlation analysis confirmed the consistency of the MP in sound therapy. The psychoacoustic characteristics of tinnitus can be objectively evaluated with our matching protocol and evaluation system.

And the repeated measure analysis of variance revealed that the performance of children was not different among easy and hard lists (p _ 0.05). The results indicated that the mean scores for each list should be approximately equal, and their performances among lists were of high correlation. ConclusionThe performance of cochlear implanted children in Mandarin LNT was the same as the results of Kirk et al. (1995Kirk et al. ( , 1999. Their performances of spoken word recognition were influenced by lexical difficulty. They were sensitive to the acoustic-phonetic similarities among words. Thus, they organized words into similarity neighbourhoods in long-term memory.The ObjectiveProfoundly deaf children who use cochlear implants have received great auditory perceptual benefits. The Lexical Neighborhood Test (LNT) was developed by Kirk et al. (1995) to assess spoken word recognition and lexical discrimination in children with hearing loss. The specific items were selected to be familiar to young children with relatively limited vocabulary and were based on what is known as the Neighborhood Activation Model which is about word recognition and lexical access. Therefore, ourMiscellaneous 203

Background: Many gamification applications (apps) have been designed to motivate students to learn particular content. Based on the brain activation approach, the present study adapted an app, named Shaking-On, which requires students to shake their mobile devices to send their answers to multiple-choice questions to the teacher. Students then learn from their performance.Objectives: To understand how this approach can stimulate participants' emotions when achieving their learning goals, the present study compared Shaking-On to Kahoot! by checking participants' gameplay anxiety, learning interest, perceived learning value, and learning achievement while learning the Taiwanese language.Methods: The students were divided into two groups to play with one of the two apps, Shaking-On or Kahoot!, as part of a quasi-experimental study in which they used the assigned app six times in 6 weeks. Moreover, a questionnaire was distributed to participants and 151 useful responses from the Shaking-On group, and 148 from the Kahoot! group were returned.Results and Conclusions: After statistical analysis, the results of this study revealed that besides no difference in gameplay anxiety when comparing the two groups of students, there were significant differences in game interest, flow experience, perceived learning value, and learning achievement, further indicating that Shaking-On with hands-on shaking outperformed Kahoot!.

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Objective: The rapid changes in and development of information technology have made life convenient. Tablets are used in classrooms, allowing students to learn through digital games. This study aimed to explore the learning effects and learning interests of special education students, to whom a lively interactive digital game along with an appropriate course design were applied. Materials and Methods: This study applied the case study method to eight students with autism spectrum disorder (ASD) and cerebral palsy from a special education class in an elementary school. The effects of an interactive digital game on learning outcomes and learning interest (motivation/engagement) were analyzed through observation and documentation by the researchers. Results: The findings revealed that the composition of the special education students was highly heterogeneous, and the learning effect varied among individuals. The learning effect and time-series analyses on participants’ learning interest indicated more or fewer effects and outcomes in the eight participants. In addition to discovering the learning traits of each case, behavioral patterns and characters that differed from those in traditional teaching were observed for each participant, and involved some facets the researchers had never observed in other courses. In addition, the students with attention deficit hyperactivity disorder were observed to sit well on their seats to operate the game; they watched with concentration, and their eyes moved following the protagonist in the game. In addition to operating the tablets in their hands, they occasionally looked at other classmates to see the parts they were playing, and they were attentive to others. Conclusion: All of them could accomplish the mission by following game instructions, and their motivation and engagement significantly improved during the game.

The improvement of food preparation skills is beneficial for students with autism spectrum disorder (ASD) to strengthen their employment skills and improve their independent living ability. To enhance the skill development of ASD in food preparation with safe approaches, virtual reality (VR) was used in this study. A single-subject research method and multiple probes across the subject’s design were used. The participants were three 10th-grade students with ASD in a vocational high school. The training program of a food preparation curriculum was supplemented with sixty-minute VR sessions over 2 weeks, five times per week to collect data on the average procedural accuracy and completion time. The results indicate that procedural accuracy was improved and the effects were retained after the intervention. Although the average completion time was improved, the results of the simplified time-series analysis were not statistically significant.