身心障礙學生的口腔保健長期以來是個相當困擾的問題，雖然電腦輔助教學能提升一般學生的學習成效，但其應用在身心障礙學生口腔保健教學的研究則相對不足。本研究以三位國中特教班的智能障礙學生為對象，應用3D衛教動畫融入口腔衛教，並以單一受試法之「A-B-A'」的實驗設計進行研究，探討3D口腔衛教動畫教學對國中智能障礙學生口腔衛生保健的學習成效，並了解身心障礙學生的口腔衛生知識、技能、習慣是否改善並能持續保留。研究結果顯示：（1）3D口腔衛教動畫融入教學策略對於國中智能障礙學生口腔衛生知識具有正向的教學成效；（2）3D口腔衛教動畫融入教學策略對於國中智能障礙學生口腔衛生技能具有正向的教學成效且維持期數值僅比教學期下降5%以內，可見其教學的保留效果佳；（3）3D口腔衛教動畫融入教學策略對於國中智能障礙學生於「攝取含糖飲料」、「刷牙動機」、「潔牙次數」、「潔牙時間」等口腔衛生習慣的學習具有正向的改變。

Oral hygiene is a considerable distress for students with disabilities and their parents. Although using computer-assisted instructions is of great benefit to students with typical development, seldom studies had been conducted to investigate its effectiveness toward students with disabilities. The study utilized a A-B-A' design. The purpose of this study was to investigate the learning outcomes of three junior high school students with mental retardation after receiving oral health care instructions using 3D animation. The effectiveness of this 3D instruction in improving students' knowledge, skills, and compliance of oral hygiene was discussed.