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|Title: ||設計線上閱讀社群激勵機制以提升學生的參與互動;Designing incentive mechanisms to improve students′ participation and interaction in online reading community|
|Keywords: ||閱讀社群;虛擬社群經營策略;中心節點;Reading community;Virtual community management strategy;Central node|
|Issue Date: ||2016-10-13 14:34:44 (UTC+8)|
;With the coming of information age, reading becomes an indispensable ability for people to survive under the enormous shocks from masses of information and knowledge. Along with the wide-spreading network technology, students are able to participate the online discussions everywhere at all times, which increases the opportunities to engage in after-school reading activity. In the past, the researchers also pointed out that online discussion activity could raise students’ reading interests and generate positive attitude toward reading. The previous research team had developed a virtual online community named “Text-Based Reading Discussion System”, which was a book-based interactive platform. Students were able to find out people, topics and books matched their interests and then increase their expose to more books. However, according to the experimental data, the current system failed to catch attention continually due to the low interaction and reply rate.
Therefore, this study designed two mechanisms to improve students’ participation and interaction. The first one is a “broadcast mission mode”, which enhances students’ interaction in the community through the transmissibility of central node in the community. Students are able to share books and publish reflections to motivate other members to participate in. In the end, students can deliver the task to their friends so that the task can be passed continually. The second mechanism named “personal achievement mode” was designed under the traditional goal-oriented mode. Students only need to follow the instructions to reach their learning goals. In this study, the participants were three to five graders who were enrolled in the school that adapted text-based reading discussion system. The aim of this study was to explore the influence from two different mechanisms on the students’ participation to reading community.
The results showed that students participated in broadcast task mode outperformed the personal achievement mode group and the original system group. The participants mentioned in the interview that they were able to focus more on the discussion and would like to invite their friends to discuss together. Moreover, the overall activity could achieve higher participation rate by using cooperative way to finish the task.
|Appears in Collections:||[網路學習科技研究所 ] 博碩士論文|
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