National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:
摘要： Novice learners demonstrate marked difficulty in using reading-study systems to read academic textbooks. One notable problem is that the process and constructed knowledge is complex. Novice learners are required to exert considerable effort in applying the process and in remembering the knowledge, resulting in lower motivation and fewer cognitive resources for reading. This study develops an e-book reading system with an integrated reading guidance module and an annotation map, and conducts an experiment for examining the effect of this system on reading, reviewing, navigational performance, and reader behavior. The results show that the annotation map significantly improves reviewing and navigational performance, but not reading performance. Log analysis identifies two problems related to reading guidance: time allocation and learner control. We discuss these results and propose recommendations for future works. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-01-01 出處： Educational Technology & Society, 2014-01, Vol.17 (1), p.320-331 資源來源： CEPS中文電子期刊 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201401_17(1).0027
