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題名 以訊號理論和認知負荷理論，探討不同難易程度的貼文中，使用提示型Hashtag對讀者的認知負荷、注意力及記憶的影響
The Effect of Using Cued Hashtags in Posts of Different Levels of Difficulty on Readers’ Cognitive Load, Attention, and Memory作者 黃偉健
Wong, Wai-Kin貢獻者 林日璇
Lin, Jih-Hsuan
黃偉健
Wong, Wai-Kin關鍵詞 主題標籤
訊號效果
排版提示
認知取徑媒體研究
認知負荷理論日期 2022 上傳時間 2-Dec-2022 15:23:39 (UTC+8) 摘要 在閱覽社群平台上的貼文時，研究者發現中文社群在使用Hashtag時，出現有別於Hashtag原始功能的使用方式，即不將Hashtag作為分類標籤使用，而是運用Hashtag在視覺上的突出性，將Hashtag化作螢光筆凸顯貼文中的重要內容。本研究根據訊號理論中的排版提示之定義，將這種主要目的為標示重點的Hashtag使用命名為「提示型Hashtag」，再以訊號效果和認知負荷理論為理論基礎，透過線上實驗法探討在不同難易度的Instagram社群貼文中，提示型Hashtag的使用對讀者的認知負荷、注意力及記憶效果的影響。本研究發現，提示型Hashtag的使用對讀者的認知負荷、注意力及記憶皆無顯著效果，亦無法調節貼文的難易度對讀者認知負荷的效果。對於讀者而言，關鍵並非貼文中有無提示型Hashtag，而是貼文內容的難易程度。難度高的貼文比難度低的貼文，會對讀者產生較高的認知負荷，導致認知過載而出現注意力下降的情形，並影響其對貼文重要內容的記憶程度。最後，本研究亦發現資訊提取的不同深度涉及的資訊處理歷程有所差異。注意力並無中介貼文的難易度、認知負荷及填答再認題的表現，然而卻中介了貼文的難易度、認知負荷及填空引導式回想題的表現。 參考文獻 中文部分李端涵（2021）。《社群媒體時代之商標保護及權利行使——以 Hashtag 為中心》。國立臺灣大學法律學院法律學系碩士論文邱瀅穎（2018）。《探究臉書新聞小編的編輯日常：從使用Hashtag的戰略與戰術談起》。政治大學傳播學院傳播碩士學位學程學位論文。林日璇（2014）。〈社交媒體 vs. 線上遊戲：台灣成人網路使用、媒介慣習與人際互動〉，《中華傳播學刊》，25：99-132。林欣諭（2017）。青年族群使用Instagram之心理需求與持續使用意圖研究。國立臺灣師範大學圖書資訊學研究所碩士論文。林雅薰（2017）。社群媒體用戶在Instagram中對Hashtag之使用行為探討。淡江大學大眾傳播學系碩士班碩士論文。林家琪（2018）。Instagram主題標籤行銷應用之探討。國立臺灣大學國際企業學研究所碩士論文。陶振超（2011）。〈媒介訊息如何獲得注意力：突出或相關？認知取徑媒體研究之觀點〉，《新聞學研究》，107：245-290。張卿卿、陶振超（2021）。臺灣傳播調查資料庫第二期第四次（2020 年）：新傳播科技與生活延伸【執行報告】。中央研究院臺灣傳播調查資料庫。https://doi.org/10.6141/TW-SRDA-D00216-1。顏榮泉、陳明溥（2006）。〈知識擷取與社群參與導向之網路專題學習成效及互動探討〉，《師大學報：教育類》，51(2)：67-89。英文部分Allan, S. (2010). The Routledge companion to news and journalism. London, UK: Routledge.Ávila, J. A. (2021). #MultimediaResponse: Instagram as a Reading Activity in a University English Class. Journal of Adolescent Adult Literacy, 64(5), 531–541. https://doi.org/10.1002/JAAL.1128Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2021). The effect of signaling in dependence on the extraneous cognitive load in learning environments. Cognitive processing, 22(2), 209–225.Bisaillon, K., & Crish, L. (2015). #The powerful hashtag. Momentum, 46(2), 55-57.Bruns, A. & Burgess, J. E. (2012) Researching news discussion on Twitter: New methodologies. Journalism Studies, 13.Che, Z., Hew, K. F., & Lo, C. K. (2020). Pre-class learning strategies of a flipped lesson: A randomized comparative study of student achievement and cognitive load. In W. W. K. Ma, K.-W. Tong, & W. B. A. Tso (Eds.), Learning environment and design: Current and future impacts (pp. 141-157). Singapore: Springer.Cunha, E., Magno, G., Comarela, G., Almeida, V., Gonçalves, M. A., & Benevenuto, F. (2011). Analyzing the dynamic evolution of hashtags on Twitter: A language-based approach. Proceedings of the Workshop on Language in Social Media (LSM 2011), 58–65.Dee-Lucas, D. & Larkin, J. H. (1988). Novice rules for assessing importance in scientific text. Journal of Memory and Language, 27, 288–308.Fisher, J.T., & Weber, R. (2020). Limited capacity model of motivated mediated message processing (LC4MP). In Van Den Bulck, J., (Ed.) International Encyclopedia of Media Psychology. Hoboken, NJ: Wiley Blackwell.Fitzsimmons, G., Weal, M. J., & Drieghe, D. (2019). The impact of hyperlinks on reading text. PloS one, 14(2).Folk, C. L., Remington, R. W., & Johnston, J. C. (1992). Involuntary covert orienting is contingent on attentional control settings. Journal of Experimental Psychology: Human Perception and Performance, 18(4), 1030–1044.Gagl. (2016). 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國立政治大學
傳播學院傳播碩士學位學程
108464013資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108464013 資料類型 thesis dc.contributor.advisor 林日璇 zh_TW dc.contributor.advisor Lin, Jih-Hsuan en_US dc.contributor.author (Authors) 黃偉健 zh_TW dc.contributor.author (Authors) Wong, Wai-Kin en_US dc.creator (作者) 黃偉健 zh_TW dc.creator (作者) Wong, Wai-Kin en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-Dec-2022 15:23:39 (UTC+8) - dc.date.available 2-Dec-2022 15:23:39 (UTC+8) - dc.date.issued (上傳時間) 2-Dec-2022 15:23:39 (UTC+8) - dc.identifier (Other Identifiers) G0108464013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142667 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 傳播學院傳播碩士學位學程 zh_TW dc.description (描述) 108464013 zh_TW dc.description.abstract (摘要) 在閱覽社群平台上的貼文時，研究者發現中文社群在使用Hashtag時，出現有別於Hashtag原始功能的使用方式，即不將Hashtag作為分類標籤使用，而是運用Hashtag在視覺上的突出性，將Hashtag化作螢光筆凸顯貼文中的重要內容。本研究根據訊號理論中的排版提示之定義，將這種主要目的為標示重點的Hashtag使用命名為「提示型Hashtag」，再以訊號效果和認知負荷理論為理論基礎，透過線上實驗法探討在不同難易度的Instagram社群貼文中，提示型Hashtag的使用對讀者的認知負荷、注意力及記憶效果的影響。本研究發現，提示型Hashtag的使用對讀者的認知負荷、注意力及記憶皆無顯著效果，亦無法調節貼文的難易度對讀者認知負荷的效果。對於讀者而言，關鍵並非貼文中有無提示型Hashtag，而是貼文內容的難易程度。難度高的貼文比難度低的貼文，會對讀者產生較高的認知負荷，導致認知過載而出現注意力下降的情形，並影響其對貼文重要內容的記憶程度。最後，本研究亦發現資訊提取的不同深度涉及的資訊處理歷程有所差異。注意力並無中介貼文的難易度、認知負荷及填答再認題的表現，然而卻中介了貼文的難易度、認知負荷及填空引導式回想題的表現。 zh_TW dc.description.tableofcontents 目次第一章 緒論 ………………………………………………………………..…..1第二章 文獻回顧………………………………………………..…………..… 6第一節 Hashtag的源起與發展…………………………………..………...………...6第二節 Hashtag特徵…………………………………………………………………9第三節 中文社群使用Hashtag的特殊性……………………….…………………10第四節 Hashtag的功能 ……………………………………………………….……12第五節 Hashtag研究領域的限制與發展.………………………….………………15第六節 Hashtag作為排版提示——提示型Hashtag ……………………………...17第七節 提示型Hashtag的訊號效果.………………………….………………….. 19第八節 訊號效果與認知負荷理論 .………………………….…………………….21第三章 研究方法…………………………………………………………......26第一節 研究方法與流程 .………………………….…………………………..……26第二節 研究架構與研究假設.………………………….………………………..… 28第三節 前測實驗一：刺激物篩選與設計 .………………………….………..……31第四節 前測實驗二：操弄檢定及記憶題項檢定.…………………………....……36第五節 正式實驗設計 .………………………….……………………..……………45第六節 正式實驗流程.………………………….…………………………..……… 60 第四章 研究結果…………………………………………………….……… 62第一節 受試者人口統計資料之描述統計 …...…………………….………………62第二節 實驗變項之描述統計.………………………….……………...……………63第三節 假設檢定結果.………………………….………………………………..… 70第四節 假設檢定結果總整理.………………………….……………..…………… 81第五章 結論………………………………………………………………….. 83第一節 研究發現與討論.………………………….……………………………..… 83第二節 研究限制與未來建議.………………………….………………..………… 89第三節 研究貢獻.………………………….……………………………………..… 92第六章 參考文獻 ………………………………………………..……………95附錄一 刺激物篩選……………………………………………….…………102附錄二 實驗刺激物……………………………………………….…………104 zh_TW dc.format.extent 4695203 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108464013 en_US dc.subject (關鍵詞) 主題標籤 zh_TW dc.subject (關鍵詞) 訊號效果 zh_TW dc.subject (關鍵詞) 排版提示 zh_TW dc.subject (關鍵詞) 認知取徑媒體研究 zh_TW dc.subject (關鍵詞) 認知負荷理論 zh_TW dc.title (題名) 以訊號理論和認知負荷理論，探討不同難易程度的貼文中，使用提示型Hashtag對讀者的認知負荷、注意力及記憶的影響 zh_TW dc.title (題名) The Effect of Using Cued Hashtags in Posts of Different Levels of Difficulty on Readers’ Cognitive Load, Attention, and Memory en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分李端涵（2021）。《社群媒體時代之商標保護及權利行使——以 Hashtag 為中心》。國立臺灣大學法律學院法律學系碩士論文邱瀅穎（2018）。《探究臉書新聞小編的編輯日常：從使用Hashtag的戰略與戰術談起》。政治大學傳播學院傳播碩士學位學程學位論文。林日璇（2014）。〈社交媒體 vs. 線上遊戲：台灣成人網路使用、媒介慣習與人際互動〉，《中華傳播學刊》，25：99-132。林欣諭（2017）。青年族群使用Instagram之心理需求與持續使用意圖研究。國立臺灣師範大學圖書資訊學研究所碩士論文。林雅薰（2017）。社群媒體用戶在Instagram中對Hashtag之使用行為探討。淡江大學大眾傳播學系碩士班碩士論文。林家琪（2018）。Instagram主題標籤行銷應用之探討。國立臺灣大學國際企業學研究所碩士論文。陶振超（2011）。〈媒介訊息如何獲得注意力：突出或相關？認知取徑媒體研究之觀點〉，《新聞學研究》，107：245-290。張卿卿、陶振超（2021）。臺灣傳播調查資料庫第二期第四次（2020 年）：新傳播科技與生活延伸【執行報告】。中央研究院臺灣傳播調查資料庫。https://doi.org/10.6141/TW-SRDA-D00216-1。顏榮泉、陳明溥（2006）。〈知識擷取與社群參與導向之網路專題學習成效及互動探討〉，《師大學報：教育類》，51(2)：67-89。英文部分Allan, S. 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Global Media Journal, 9(1), 274-291 zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202201681 en_US
