博碩士論文 100524006 完整後設資料紀錄

DC 欄位 語言
DC.contributor網路學習科技研究所zh_TW
DC.creator黃建文zh_TW
DC.creatorJian-Wun Huangen_US
dc.date.accessioned2013-6-18T07:39:07Z
dc.date.available2013-6-18T07:39:07Z
dc.date.issued2013
dc.identifier.urihttp://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=100524006
dc.contributor.department網路學習科技研究所zh_TW
DC.description國立中央大學zh_TW
DC.descriptionNational Central Universityen_US
dc.description.abstract近年來,隨著電子書蓬勃發展,無形之中在閱讀領域上開創了新的可能。另外,電子書也具有很大的潛力,可以應用在教育領域上,原因在於電子書具有很多的優勢,像是便攜性、網路存取、全文檢索以及多媒體工具。相關研究也指出電子書不僅能支持個人化的學習,還能有效提高學習者的學習動機與其學習成效。然而電子書中的註記工具是屬於個人化的學習,由於每個人的理解並不相同,所做的註記內容也會有所差異,因此有學者提出註記分享機制能促進同儕之間的學習。因此,本研究針對國小學童的英語學習開發了一套Annotatable Multimedia E-Readers(AME)系統,主要研究目的為探討不同學習者在電子書中的學習行為與學習時間有何差異。研究對象為某國小六年級的學生,參與者人數共計31位,在為期五週的實驗中,學習者使用電子書作為主要的學習工具,並且可以將電子書帶回家中使用。在實驗結束後讓學習者與其家長填寫關於電子書的態度問卷,分別瞭解學習者對於使用電子書學習的認知與態度,以及家長對於子女使用電子書學習的看法。另外透過程式擷取學習者在電子書中的學習行為與學習時間,進行學習紀錄的分析。 研究結果顯示,學習者對於使用電子書學習抱持著正向的態度。除此之外,家長對於子女使用電子書學習也同樣抱持著正向的態度。分析學習者行為發現學習者在課中做文字註記的行為以及使用註記分享機制查閱高成就學習者的文字註記皆有助於學習成效的發展。另一方面,在註記分享的期間中,高成就學習者在課中與課後的註記行為均顯著高於低成就學習者,並且可以發現高成就學生無論在課中與課後的學習時間都是持續穩定的。由此可知,從高成就學習者的學習模式中可以發現持續性的學習是一個很重要的關鍵因素。zh_TW
dc.description.abstractMost recently light and mobile reading devices have become popular and they may open new possibilities for reading applications in education. Previous research indicates that the learner has highly evaluated the usefulness and functionality of the e-readers. With respect to e-readers, some research also pointed out that e-readers are widely applied to support personalized learning. Therefore, e-readers with multimedia resources can improve learning performance and learning outcomes. However, most researchers focuses on e-readers with personalized learning system. To the end, we developed an Annotatable Multimedia E-Readers (AME) with annotation sharing for elementary school students learning English. The main purpose of this study was to investigate the differences of learning behaviors and learning time with AME using with different level of learning achievement learners. There were 31 sixth grade participants in this study. The result indicated that high level of learning achievement students make more text annotation in class, voice annotation after class and listening one’s own voice annotation after class with annotation sharing mechanisms than those of the low level of learning achievement students. On the other hand, the students with high level of learning achievement were continuous learning no matter in/after class. This implies that the continuous learning is one of the key factors for learning.en_US
DC.subject電子書多媒體註記zh_TW
DC.subject註記分享zh_TW
DC.subject學習行為zh_TW
DC.subject學習時間zh_TW
DC.subject英語學習zh_TW
DC.subjectAnnotatable Multimedia E-Readers(AME)en_US
DC.subjectAnnotation sharingen_US
DC.subjectLearning behavioren_US
DC.subjectLearning timeen_US
DC.subjectEnglish learningen_US
DC.title探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響zh_TW
dc.language.isozh-TWzh-TW
DC.titleThe Effects of Learning Behavior and Duration of Time on Learning with Annotation Sharing Mechanisms in Annotatable Multimedia E-Readersen_US
DC.type博碩士論文zh_TW
DC.typethesisen_US
DC.publisherNational Central Universityen_US

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