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研究生:周嘉瑩
研究生(外文):Chou, Chia Ying
論文名稱:具行動閱讀機制支援之合作閱讀標註系統對於閱讀歷程及成效的影響研究
論文名稱(外文):Assessing Effects of Collaborative Reading Annotation with Mobile Reading Mechanisms on Reading Processes and Performance
指導教授:陳志銘陳志銘引用關係
指導教授(外文):Chen, Chih Ming
學位類別:碩士
校院名稱:國立政治大學
系所名稱:圖書資訊學數位碩士在職專班
學門:傳播學門
學類:圖書資訊檔案學類
論文種類:學術論文
畢業學年度:103
語文別:中文
論文頁數:152
中文關鍵詞:行動閱讀行動學習數位閱讀合作閱讀標註閱讀理解成效
外文關鍵詞:mobile readingmobile learningdigital readingcollaborative reading annotationreading comprehension achievement
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行動學習具有線上學習的優點,卻又同時具有輕便可攜、運用零碎時間的優勢,使閱讀學習無所不在。目前多數行動學習研究多著重於中小學,對於大學研究對象的著墨較少。因此,本研究探究有無行動閱讀支援之「合作數位閱讀標註系統」輔以學習,對於學習者的閱讀理解成效、閱讀態度、閱讀動機、團體效能與凝聚力的影響差異。本研究以準實驗設計法來進行整體實驗規劃,讓研究對象依序體驗無及有行動閱讀支援之「合作數位閱讀標註系統」輔以合作閱讀學習的閱讀理解成效差異,並透過問卷調查法分析研究對象閱讀態度、閱讀動機、團體效能與凝聚力差異,最後透過深度訪談,蒐集研究對象對於此次整體閱讀活動進行前、過程中和實驗後的學習感受並加以分析歸納。

研究結果發現:1、有行動閱讀支援之「合作數位閱讀標註系統」輔以學習有助於提升閱讀學習成效;2、合作學習有助突破個人學習盲點,而同儕觀感、不願過度與人分享則是合作標註時的學習阻礙;3、螢幕尺寸大小影響行動閱讀意願;4、行動閱讀的零碎時間是優點也是缺點;5、純文字模式下,紙本閱讀模式仍勝出;數位閱讀模式環保、不浪費、多元化備受肯定;6、文本喜好與類型影響行動閱讀參與度;7、團體成員組成影響團體合作。

最後,根據研究結果,本研究亦提出對於未來研究的建議,希望對未來行動閱讀的研究與推展具有助益。

Mobile learning with the advantages of online learning as well as being handy, portable, and applied in trivial time allows reading and learning being ubiquitous. Most current research on mobile learning focused on junior high and elementary schools, but little on universities. This study therefore intends to investigate the effects of Collaborative Reading Annotation System assisted learning with/without the support of mobile reading on learners’ reading comprehension achievement, reading attitudes, reading motivation, group efficacy, and cohesiveness. The experiment is planned with quasi-experimental design, allowing the research participants experiencing the difference in the reading comprehension achievement with Collaborative Reading Annotation System assisted cooperative reading and learning with/without the support of mobile reading. Besides, questionnaire survey is utilized for analyzing the participants’ reading attitudes, reading motivation, group efficacy, and cohesiveness. Finally, in-depth interview is applied to collect the participants’ learning perception before, during, and after the reading experiment for further analyses and conclusion.

The research findings are summarized as following. 1. Collaborative Reading Annotation System with the support of mobile reading could enhance the reading and learning achievement. 2. Cooperative learning could help an individual break through blind spots on learning, while peer stance and not willing to over-sharing with others are the learning barriers of cooperative annotation assisted learning. 3. Screen size could affect mobile reading intention. 4. The use of fragmentary time could be the strengths or weaknesses. 5. Under pure text mode, paper-based reading mode outperforms digital reading, which is affirmed the environmental protection, not being waste, and being diversified. 6. Text preference and types would influence mobile reading participation. 7. Group members would affect teamwork.

Finally, suggestions based on the research results are proposed for future research and promotion of mobile reading.
目 次 I
表 次 IV
圖 次 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 研究範圍與限制 3
第四節 名詞解釋 4

第二章 文獻探討 6
第一節 行動學習 6
第二節 合作數位閱讀標註系統 18
第三節 閱讀動機與態度 24
第四節 合作學習與團體效能及凝聚力 26

第三章 研究方法 31
第一節 研究架構 31
第二節 研究方法 32
第三節 研究對象 34
第四節 研究工具 34
第五節 實驗設計 49
第六節 研究步驟 52
第七節 資料分析 54

第四章 實驗結果分析 55
第一節 研究對象基本資料分析 55
第二節 有無行動閱讀支援之閱讀成效、態度、動機、團體效能與凝聚力差異分析 56
第三節 訪談資料分析 64

第五章 結論 104
第一節 研究結論 104
第二節 研究建議 106
第三節 未來研究方向 107

參考文獻 109
中文文獻 109
英文文獻 112

附錄 119
附錄一 第一次問卷 119
附錄二 第二/三次問卷 123
附錄三 實驗施測量表與ERAS對照表 132
附錄四 閱讀動機量表分類和題目原稿 135
附錄五 閱讀動機量表中英對照與分類 139
附錄六 團體效能與凝聚力量表 145
附錄七 參與研究同意書 147
附錄八 測驗題目 148
附錄九 測驗評分表 150
附錄十 訪談大綱 152

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