English  |  正體中文  |  简体中文  |  Items with full text/Total items : 66984/66984 (100%)
Visitors : 22927775      Online Users : 123
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version


    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/50313


    Title: What comes with technological convenience? Exploring the behaviors and performances of learning with computer-mediated dictionaries
    Authors: Liu,TC;Lin,PH
    Contributors: 學習與教學研究所
    Keywords: COGNITIVE LOAD THEORY;VOCABULARY ACQUISITION;FOREIGN-LANGUAGE;MULTIMEDIA ANNOTATIONS;READING-COMPREHENSION;INSTRUCTION;GLOSSES;TASK;ARCHITECTURE;ABILITIES
    Date: 2011
    Issue Date: 2012-03-27 17:17:19 (UTC+8)
    Publisher: 國立中央大學
    Abstract: As technology develops, the prevalence of conventional book dictionaries has slowly declined due to advancements in computer-mediated aids, such as online type-in dictionaries and program-installed pop-up aids. The goal of this study was to examine how technology "may" have changed the long-standing pedagogical practice of book dictionary usage by identifying the learning processes associated with various dictionaries and verifying how these processes are related to learning. Cognitive load theory was applied to generate predictions about learning performance and, therefore, to determine the nature of these processes. Information contained in each dictionary was specifically controlled, and thus we focused on the effect of the learning process alone. In the experiment, students first read a simulated online text in one of four conditions: pop-up, type-in, book dictionaries or no aid. They were later tested for reading comprehension and vocabulary learning. Results indicated that all dictionaries enhanced vocabulary learning but not comprehension. Close examination revealed that vocabulary-learning efficiency was significantly higher for the pop-up dictionary than the other two aids. In addition, a complex relationship existed between reading comprehension and vocabulary learning. This study has important implications for future dictionary design and pedagogical advice regarding dictionary usage. (C) 2010 Elsevier Ltd. All rights reserved.
    Relation: COMPUTERS IN HUMAN BEHAVIOR
    Appears in Collections:[學習與教學研究所 ] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML546View/Open


    All items in NCUIR are protected by copyright, with all rights reserved.

    社群 sharing

    ::: Copyright National Central University. | 國立中央大學圖書館版權所有 | 收藏本站 | 設為首頁 | 最佳瀏覽畫面: 1024*768 | 建站日期:8-24-2009 :::
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback  - 隱私權政策聲明