互動式電子童書對幼兒故事理解能力的影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：37

、訪客IP：18.188.40.207

姓名

申麒渟(Qi-Ting Shen) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

互動式電子童書對幼兒故事理解能力的影響
(Effects of interactive electronic children′s picture books on children′s story comprehension)

相關論文

★ 以眼動型態探討背景知識對詞彙辨識的影響	★ 合作寫作對於國小學童科學概念學習之影響
★ 影響國小學童家長送子女參加課後補習之相關因素研究---以桃園縣中壢市為例	★ 國小學童圖文閱讀的理解策略
★ 幼童敘說書面故事之後設認知表現	★ 新移民家庭子女口語敘說能力之發展
★ 圖文提示對學童閱讀科學說明文記憶與理解之影響	★ 識字教學法與口語詞彙能力對新移民女性中文識字學習之影響
★ 先備知識對於不同閱讀能力的學童在閱讀歷程中自我提問的影響	★ Exploring Computer-based Nature Science Instruction Based on the Cognitive Load Theory: Spatial Contiguity Effect, and Effects of Prior Knowledge on Performance Assessments
★ 教師示範與文本提示對國小學童自我解釋與閱讀理解表現之影響	★ 國小學童之工作記憶能力對於閱讀理解監控表現的影響
★ 成人與幼童的言談行為分析：比較電子書與紙本書親子共讀的情境	★ 探討幼兒的早期書寫表現及其影響因素
★ 探究教師閱讀教學自我效能與閱讀自我調整教學信念及實踐之關係	★ 探討閱讀能力與文本架構對於國小學童使用理解策略的影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究旨在探討電子童書的互動性對幼兒故事理解能力的影響，以及不同工作記憶的幼兒閱讀不同互動性的電子童書後，故事理解表現的差異。研究對象為 98位月齡在 78 個月～62 個月之間的幼兒。研究分為有互動組與無互動組，在分組前對幼兒進行工作記憶測驗，再依據工作記憶能力分組，使兩組幼兒的工作記憶能力相差不大。有互動組幼兒閱讀有互動性電子童書，無互動組幼兒閱讀無互動性電子童書，閱讀後對兩組幼兒進行包括故事圖卡排序與故事理解問答的兩個故事理解測驗。以幼兒的工作記憶能力、詞彙能力、月齡以及電子童書的互動性作為自變項，幼兒兩項故事理解測驗分數的綜合作為依變項，進行多元線性回歸分析。主要研究發現如下：電子童書的互動性會對幼兒的故事理解能力產生負面的影響，且對於低工作記憶的幼兒影響最為明顯；工作記憶與互動類型對於幼兒的故事理解能力存在著顯著的交互作用。

摘要(英)

The purpose of this study was to investigate the effect of the interactivity of electronic children′s books on children′s story comprehension ability, and the difference of children′s story comprehension performance after reading electronic children′s books with different interactivity. The subjects were 98 infants aged between 78 and 62 months. The study was divided into high interaction group and low interaction group. The children were tested on working memory before grouping, and then grouped according to working memory ability, so that there was no difference in working memory ability between the two groups. The children in the high interaction group read the high interaction electronic children′s book, and the children in the low interaction group read the low interaction electronic children′s book. After reading, the children in the two groups were given two story comprehension tests including story chart ranking and story comprehension question and answer. The children′s working memory ability, vocabulary ability, age and the interaction of electronic children′s books were taken as independent variables, and the comprehensive scores of the two story comprehension tests were taken as dependent variables. The main findings are as follows:First, The interactivity of electronic children′s books will have a negative impact on children′s story comprehension ability, especially for children
with low working memory.Second, there is a significant interaction between working memory and interaction types on children′s story comprehension ability.

關鍵字(中)

★ 電子童書
★ 互動類型
★ 工作記憶
★ 認知負荷

關鍵字(英)

★ electronic children′s books
★ interaction types
★ working memory
★ cognitive load

論文目次

目錄
目錄 ...................................................................................................................i
圖表次...............................................................................................................iii
第一章、緒論...................................................................................................1
第一節、研究背景與研究動機.....................................................................1
第二節、研究目的與研究問題.....................................................................4
第三節、名詞解釋...........................................................................................5
第二章、文獻探討..........................................................................................6
第一節、互動式電子童書..............................................................................6
第二節、互動式電子童書中的認知負荷..................................................16
第三節、電子童書研究中故事理解的評估方式.....................................21
第三章、研究方法.........................................................................................26
第一節、研究對象.........................................................................................26
第二節、研究流程.........................................................................................27
第三節、研究工具.........................................................................................29
第四章、研究結果與討論 ..........................................................................44
第一節、電子童書的互動性對幼兒故事理解能力的影響....................44
第二節、不同工作記憶的幼兒使用不同互動性電子童書後故事理解的表現...48
第五章、研究建議與限制 ..........................................................................51
第一節、研究限制.........................................................................................51
第二節、研究建議.........................................................................................53
參考文獻..........................................................................................................56
附錄 1 家長同意書 ........................................................................................61
附錄 2 幼兒工作記憶測試題（練習）......................................................62
附錄 3 專家效度問卷....................................................................................63
附錄 4 每頁互動按鈕的具體內容...............................................................67

參考文獻

參考文獻
王連生（1985）。教育概論。臺北：五南。
王繼伶（2012）。幼兒工作記憶測驗之編製（未出版之碩士論文）。臺東大學幼兒教育學系，臺東縣。
牛玉柏、時冉冉、岳園、劉少英（2015）。電子故事書對 5~ 6 歲幼兒早期閱讀能力的影。應用心理學，21（3），226-233。
朱范德（2011）。多媒體技術概論（第 2 版）。南京市：東南大學出版社。
李敏誼、王泉（2014）。 3~ 6 歲幼兒在家中使用多媒體情況的調查研究——來自北京市的案例。教育學報，（6），95-102。
吳奕祥（2011）。兒童電子書發展現況。電腦與網路科技在教育上的應用研討會，新竹市。
邱淑惠、邱姿華（2015）。多就是好？由認知負荷探究說故事的口語引導原則。幼稚教育年刊，（26），43-54。
林秀慧（2008）。幼兒故事重述之內容分析研究。幼兒保育學刊，（6），97-115。
兒童福利聯盟（2012）。2012 年兒童使用 3C 產品現況調查報告。未出版。
周怡君、伊彬（2008）。電子童書之互動程度對三年級與五年級兒童閱讀成效上之影響。教育資料與圖書館學，45（3），371-401。
許正妹、李傳房（2005）。電子故事書與兒童喜好之研究：人因設計的觀點。數位學習設計與管理學術研討會論文集，國立嘉義大學。
梁珀華、林岳蓉（2009）。幼兒電子童書閱聽歷程之探究。屏東教育大學學報，32，35-64。
葉嘉青（2009）。零到 6 歲幼兒繪本的選擇與應用。臺北市立圖書館館訊，26（3），1-16。
閔蘭斌、林泳海（2007）。兒童故事理解的加工過程及其啟示。幼稚教育：教育科學，（1），27-30。
薛理桂（1995）國家教育研究院─雙語詞彙、學術名詞暨詞書資訊網。取自：http://terms.naer.edu.tw/detail/1680971/
盧詩韻、黃小紋（2012）。互動繪本創作結合電子感測裝置之研究。朝陽人文社會學刊，10（2），165-202。
簡馨瑩、連啟舜、張紹盈（2017）故事提示策略，工作記憶能力對幼兒故事理解能力的影響。教育科學研究期刊，62（4），181-207。
簡馨瑩、趙子揚、王繼伶（2014）「幼兒工作記憶測驗」之編製。測驗學刊, 61（2），159-181。
Adam, N., & Wild, M. (1997). Applying CD‐ROM interactive storybooks to learning to read. Journal of Computer Assisted Learning, 13(2), 119-132. Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189-208. Bus, A. G., Neuman, S. B., & Roskos, K. (2020). Screens, apps, and digital books for young children: The promise of multimedia. AERA Open, 6(1), 1-6.
Bus, A. G., Takacs, Z. K., & Kegel, C. A. (2015). Affordances and limitations of electronic storybooks for young children′s emergent literacy. Developmental Review, 35, 79-97.
De Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy, 3(2), 147-164.
De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children′s emergent story understanding. Reading Research Quarterly, 39(4), 378-393.
DeStefano, D., & LeFevre, J. A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616-1641.
Etta, R. A., & Kirkorian, H. L. (2019). Children’s learning from interactive ebooks: Simple irrelevant features are not necessarily worse than relevant ones. Frontiers in Psychology, 9, 27-33. Preece, J. (1998). Empathic communities: Reaching out across the web. interactions, 5(2), 32-43. Guernsey, L., Levine, M., Chiong, C., & Severns, M. (2012). Pioneering literacy in
the digital wild west: Empowering parents and educators. New York, NY: New
America Foundation & Joan Ganz Cooney Center. Holloway,D., Green, L. & Livingstone, S. (2013). Zero to eight. Young children and their internet use. LSE, London: EU Kids Online.
Jonassen, D.H. (1988). Designing structured hypertext and structuring access to hypertext. Educational Technology, 31(9), 28-33. Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24-31.
Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17(3), 262-281.
Lankshear, C., & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59-82.
Lefever‐Davis, S., & Pearman, C. (2005). Early readers and electronic texts:CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-454.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: parent–child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.
Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York, NY: Holt, Rinehart & Winston.
Pham, A. V., & Hasson, R. M. (2014). Verbal and visuospatial working memory as predictors of children′s reading ability. Archives of Clinical Neuro Psychology, 29(5), 467-477.
Rafaeli, S., & Sudweeks, F. (1997). Networked interactivity. Journal of Computer Mediated Communication, 2(4), 1-17.
Smeets, D. J. H., & Bus, A. G. (2015). The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics, 36(4), 899-920.
Stein, N. L., & Glenn, C. G. (1975). An analysis of story comprehension in elementary school children: A test of a schema. ERIC Document Reproduction Service, ED 121 474. Strouse, G. A., & Ganea, P. A. (2017). A print book preference: Caregivers report higher child enjoyment and more adult–child interactions when reading print than electronic books. International Journal of Child-Computer Interaction, 12, 8-15. Sun, H., Loh, J., & Charles Roberts, A. (2019). Motion and sound in animated storybooks for preschoolers’ visual attention and mandarin language learning:An eye-tracking study with bilingual children. AERA Open, 5(2), 155-159.
Sweller, J., Ayres, P., & Kalyuga, S.(2011).Cognitive load theory. Springer, New York. Takacs, Z. K., & Bus, A. G. (2016). Benefits of motion in animated storybooks for children’s visual attention and story comprehension. An eye-tracking study. Frontiers in Psychology, 7, 1-12.
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739.
Van der Kooy-Hofland, V. A. C., Kegel, C. A. T., & Bus, A. G. (2011). Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students. Handbook of Early Literacy Research, 3, 214-227. Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419

指導教授

辜玉旻(Yu-Min Ku)

審核日期

2022-1-6

推文