臺灣博碩士論文加值系統

從1980年代開始已經有上百篇研究，探討人們在紙張與螢幕上閱讀的差異，但未有一致的結果。部分研究發現相較於傳統紙本，網路數位文本能夠幫助理解，但也有部分研究持相反看法。本研究目的是分析超文本閱讀過程中，科技互動設計所造成的問題，探討在閱讀者與超文本科技互動過程中，互動的方式如何產生認知負荷進而影響使用者的認知努力，並整合科技互動理論與認知負荷理論建構「科技負荷理論」，使其能用於解釋科技互動如何形成使用者的認知負荷造成認知努力的高低。本研究採準實驗設計之非對等控制組設計，將受試者分為不同的閱讀科技互動組進行閱讀測驗，在後測時以不同難度的文本分群實驗。研究結果發現閱讀科技互動並非越多越好，適當的互動可以形成增生認知負荷使學習效率更好，尤其在閱讀難度較高的文本時效果更加明顯，過多的科技互動之學習成效不如單純的文字閱讀。在科技互動理論中加入認知負荷理論後，能更深入解釋人機互動的關係。

Since the 1980s,there have been hundreds of studies to explore the differences between people reading on paper and on the screen,but they cannot reach a consensus.There are some research has revealed that the network of digital text can help understand,but some studies hold the opposite view.The purpose of this study is to analyze the problems caused by the interactive design of hypertext in the process of reading,and discuss the interaction between the reader and the hypertext technology how the interactive way to generate cognitive load and thus affect the user's cognitive efforts.
Integrating the theory of interaction between science and technology and the theory of cognitive load to construct the theory of science and technology load,so that it can be used to explain how the interaction of science and technology to form the user's cognitive load caused by the level of cognitive efforts.In this study, the experimental design of the non-peer control group design.The subjects were divided into different reading technology interactive group for reading test,in the post-test with different difficulty of text grouping experiments.
The results of the study found that reading technology interaction is not the more the better,appropriate interaction can make learning more efficient.Especially when the more difficult to read the effect is more obvious.Excessive technology interaction learning is less effective than simple text reading.In the theory of interactive science and technology to join the cognitive load theory, can be more in-depth interpretation of human-computer interaction.

摘要 i
ABSTRACT ii
目錄 iii
表目錄 v
圖目錄 vi
第一章、緒論 1
1.1研究背景與動機 1
1.2研究目的 3
第二章、文獻回顧 5
2.1 數位閱讀 5
2.1.1數位閱讀之影響 6
2.1.2數位閱讀之問題 6
2.1.3數位閱讀優於紙本閱讀 7
2.1.4紙本閱讀優於數位閱讀 10
2.1.5閱讀行為之訊息處理理論 12
2.1.6多媒體學習衍生之理論 14
2.2認知負荷理論 16
2.2.1 認知負荷定義 16
2.2.2 認知負荷來源 17
2.2.3認知負荷測量方式 19
2.2.4認知負荷與數位閱讀 21
2.2.5認知負荷理論之應用原則 24
2.3演化心理學發展資訊科技理論 26
2.3.1 演化心理學 28
2.3.2科技互動理論 30
第三章、研究方法 33
3.1研究架構 33
3.2 科技負荷理論 34
3.3 實驗設計 38
3.3.1 變項操作定義 39
3.3.2實驗文本設計 42
3.3.3實驗流程 43
3.3.4效度控制與資料分析 44
3.3.5實驗工具 45
第四章、資料分析 47
4.1受試者基本資料 47
4.1.1巨觀命題編碼 48
4.1.2閱讀測驗前後測之巨觀編碼分析 51
4.2不同閱讀互動模式對閱讀測驗成績影響之差異 54
4.2.1各組變異數同質性檢定 54
4.2.2低認知負荷文本組單因子變異數分析 55
4.2.3高認知負荷文本組單因子變異數分析 56
4.3不同閱讀模式在高低認知負荷文本下對閱讀成績影響之差異 58
4.3.1 A組與B組之獨立樣本t檢定 58
4.3.2 C組與D組之獨立樣本t檢定 58
4.3.3 E組與F組之獨立樣本t檢定 59
4.4先備知識影響前測與後測成績之差異 59
第五章、結論 61
5.1研究發現 61
5.2建議 65
5.2.1 數位閱讀與科技互動之反思 65
5.2.3 未來研究方向 66
參考文獻 68
附錄 84

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