博碩士論文 100524006 詳細資訊




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姓名 黃建文(Jian-Wun Huang)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 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
(The Effects of Learning Behavior and Duration of Time on Learning with Annotation Sharing Mechanisms in Annotatable Multimedia E-Readers)
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摘要(中) 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。
摘要(英) Most 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.
關鍵字(中) ★ 電子書多媒體註記
★ 註記分享
★ 學習行為
★ 學習時間
★ 英語學習
關鍵字(英) ★ Annotatable Multimedia E-Readers(AME)
★ Annotation sharing
★ Learning behavior
★ Learning time
★ English learning
論文目次 中文摘要 i
Abstractii
目錄 iii
圖目 錄 v
表目 錄 vi
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與待答問題 4
1.3 研究範圍與限制 5
第二章文獻探討 6
2.1 電子書 6
2.1.1 電子書的定義 6
2.1.2 電子書的特色與其在教育上的應用 7
2.1.3 小節 8
2.2 註記功能 9
2.3 註記分享機制 11
2.4 學習時間與行為對學習成效之影響 12
2.5 課後學習的重要性 14
2.6 家長參與 15
第三章系統設計與實作 16
3.1 系統設計 16
3.1.1 註記工具 17
3.1.2 錄製老師講解 21
3.1.3 註記分享 22
第四章研究方法 23
4.1 研究架構 23
4.2 研究流程 26
4.3 研究對象與時間 27
4.4 實驗設計 28
4.5 研究工具 29
4.6 資料蒐集 32
4.7 資料處理 34
4.8 評分準則 35
第五章結果分析與討論 36
5.1 問卷分析 36
5.1.1 家長問卷分析 36
5.2 家長認知對於學習者課後學習行為與學習成效之相關分析 45
5.3 學習者的學習行為與學習成效之分析 46
5.3.1 學習者的學習行為與學習成效之分析 46
5.3.2 學習者註記分享行為與學習成效之分析 47
5.4 不同學習成效之學習者的行為與學習時間差異 48
5.4.1 課中學習行為與時間分析 49
5.4.2 課後學習行為與時間分析 52
5.5 學習者與其家長對於使用電子書學習的意見 55
5.5.1 學習者對於使用電子書學習的意見 55
5.5.2 家長對於子女使用電子書學習的意見 57
第六章結論與建議 58
6.1 結論 58
6.1.1 學習者對於使用電子書學習的接受程度 58
6.1.2 家長對於子女使用電子書學習的看法與其和課後學習行為之關係 58
6.1.3 學習者的學習行為對其學習成效之影響 59
6.1.4 學習者使用註記分享之行為對其學習成效之影響 59
6.1.5 不同學習成效之學習者使用電子書學習的行為與時間 59
6.2 未來工作與建議 61
參考文獻 62
附錄一前測試卷 68
附錄二後測試卷 71
附錄三學生問卷 74
附錄四家長問卷 77
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指導教授 黃武元(Wu-Yuin Hwang) 審核日期 2013-6-18
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