目的：本研究探討使用 3D 列印輔助技術（3D-printed assistive technologies）來增強融合教育學生的數位學習，並應用發明問題解決理論（Theory of Inventive Problem Solving, TRIZ）。方法：本研究在一個兒童復健中心進行，透過 16 名接受職能治療的兒童的問卷調查，並分為兩個階段。第一階段中，十六位接受職能治療之兒童完成需求問卷調查，以了解並定制數位學習設備的功能需求，並設計模組化的 3D 列印輔助技術設備。第二階段中，八名學齡參與者進行了為期 7 天的試用，使用模組化的 3D 列印輔助技術設備來改善他們與操作電腦平台的互動。試用包括為期七天的每天 10 分鐘，進行點擊、拖動和連接等任務，並通過自訂電腦測試進行評估。使用魁北克輔助技術使用者滿意度評估問卷（QUEST）來評估使用效能和滿意度。結果：依據需求問卷結果，顯示輔具包含容易使用、效能、和合適的尺寸，依據需求和 TRIZ原則設計（如分段、複合材料和參數變化）的模組化設計滿足了每個兒童的獨特需求，用 Friedman 檢定分析顯示，使用輔具後滑鼠操作有顯著改善，且參與者回報高度的使用滿意度，僅出現輕微且暫時性的副作用。 結論：研究結果顯示，發展客製化的 3D 列印滑鼠輔具具有相當潛力，有助於提升融合教育學生之數位操作表現與學習參與，為未來輔具設計與應用提供一個具實證支持的方向。

Objective: This study explored the use of 3D-printed assistive technologies (AT) to enhance digital learning for students in inclusive education, applying the Theory of Inventive Problem Solving (TRIZ). Methods Conducted in an outpatient rehabilitation center, the study was divided into two phases. In Phase 1, 16 children receiving occupational therapy completed a questionnaire to identify the functional requirements for customized digital learning devices, leading to the design of a modular 3D-printed assistive technology (AT) device. In Phase 2, eight school-age participants underwent a 7-day trial using a modular 3D-printed AT mouse device to improve their interaction with the digital platform. The trial involved 10-minute sessions over seven days, with tasks such as clicking, dragging, and connecting, assessed through a custom computer test. Ergonomic effectiveness and satisfaction were evaluated using the Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST). Results: Data analysis with the Friedman test showed significant post-intervention improvements in device operation, and high user satisfaction was observed, with only minor and temporary adverse effects reported. The modular design, based on TRIZ principles like segmentation, composite materials, and parameter changes, addressed each child’s unique needs. Conclusion: These findings suggest a promising direction for developing AT devices and highlight the effectiveness of customized 3D-printed AT mouse devices in enhancing educational outcomes for students in inclusive education.