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題名 行動閱讀之資訊呈現方式對於學習者專注力、閱讀理解與認知負荷之影響研究
Assessing the effects of different text presentation types on attention, reading comprehension and cognitive load for mobile E-reading
作者 林育如
貢獻者 陳志銘
林育如
關鍵詞 行動閱讀
行動學習
資訊呈現方式
日期 2011
上傳時間 30-Oct-2012 11:45:23 (UTC+8)
摘要 隨著人們閱讀習慣轉變與各種行動閱讀器的普及，行動閱讀與行動學習已經成為近年來普遍重視的研究議題。儘管電子書和行動閱讀載具受到大眾的歡迎，但是許多研究仍指出行動閱讀和電子書存在一些需要克服的問題，其中包括行動載具所配備的螢幕尺寸偏小，導致傳輸資訊量因而受限的難題。因此在螢幕資訊呈現上，必須考量應用一些合適的資訊呈現方式，才能夠讓學習者更有效率閱讀學習內容。在過去已經有許多研究進行各種關於靜態與動態資訊呈現方式的探討，然而至今卻仍未有研究將兩種資訊呈現方式特色進行結合，發展出兼具靜態與動態資訊兩者的資訊呈現方式。
     本研究以過去研究文獻作為基礎，歸納出靜態資訊呈現方式和動態資訊呈現方式與閱讀理解學習成效有關聯的特徵，並且加以改良後進行結合，發展出兼具靜態與動態特色的資訊呈現方式。為了比較上述三種資訊呈現方式對於行動閱讀學習的影響，本研究規劃一行動閱讀學習實驗，以國立政治大學圖書資訊與檔案學研究所碩士班學生作為實驗對象，並使用 Neurosky 腦波偵測儀器與閱讀測驗和認知負荷量表作為收集數據的工具，探討在三種不同閱讀情境下，分別利用靜態、動態與靜加動態三種資訊呈現方式進行行動閱讀學習時，對於學習者閱讀專注力、閱讀理解成效與認知負荷的影響。
     研究結果發現，學習者在進行行動閱讀學習時，閱讀情境與資訊呈現方式均為影響學習者閱讀專注力和閱讀理解成效的因素，其中坐姿狀態最能讓學習者專心進行閱讀學習，而靜加動態資訊呈現方式則使得學習者最無法專心於閱讀學習。另外，資訊呈現方式是影響學習者認知負荷的主要因素，其中靜加動態資訊呈現方式會給予學習者過高的認知負荷。
     綜合本研究結果，三種閱讀情境搭配三種資訊呈現方式對於閱讀專注力、閱讀理解與認知負荷的影響各有優劣勢，因此可以因應學習者不同的閱讀情境或不同目的，挑選使用最為適合的資訊呈現方式。未來研究也能基於本研究結果，進行相關應用或進行更為深入的研究。
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描述 碩士
國立政治大學
圖書資訊與檔案學研究所
99155003
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099155003
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.author (Authors) 林育如zh_TW
dc.creator (作者) 林育如zh_TW
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 11:45:23 (UTC+8)-
dc.date.available 30-Oct-2012 11:45:23 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 11:45:23 (UTC+8)-
dc.identifier (Other Identifiers) G0099155003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54791-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊與檔案學研究所zh_TW
dc.description (描述) 99155003zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 隨著人們閱讀習慣轉變與各種行動閱讀器的普及，行動閱讀與行動學習已經成為近年來普遍重視的研究議題。儘管電子書和行動閱讀載具受到大眾的歡迎，但是許多研究仍指出行動閱讀和電子書存在一些需要克服的問題，其中包括行動載具所配備的螢幕尺寸偏小，導致傳輸資訊量因而受限的難題。因此在螢幕資訊呈現上，必須考量應用一些合適的資訊呈現方式，才能夠讓學習者更有效率閱讀學習內容。在過去已經有許多研究進行各種關於靜態與動態資訊呈現方式的探討，然而至今卻仍未有研究將兩種資訊呈現方式特色進行結合，發展出兼具靜態與動態資訊兩者的資訊呈現方式。
     本研究以過去研究文獻作為基礎，歸納出靜態資訊呈現方式和動態資訊呈現方式與閱讀理解學習成效有關聯的特徵，並且加以改良後進行結合，發展出兼具靜態與動態特色的資訊呈現方式。為了比較上述三種資訊呈現方式對於行動閱讀學習的影響，本研究規劃一行動閱讀學習實驗，以國立政治大學圖書資訊與檔案學研究所碩士班學生作為實驗對象，並使用 Neurosky 腦波偵測儀器與閱讀測驗和認知負荷量表作為收集數據的工具，探討在三種不同閱讀情境下，分別利用靜態、動態與靜加動態三種資訊呈現方式進行行動閱讀學習時，對於學習者閱讀專注力、閱讀理解成效與認知負荷的影響。
     研究結果發現，學習者在進行行動閱讀學習時，閱讀情境與資訊呈現方式均為影響學習者閱讀專注力和閱讀理解成效的因素，其中坐姿狀態最能讓學習者專心進行閱讀學習，而靜加動態資訊呈現方式則使得學習者最無法專心於閱讀學習。另外，資訊呈現方式是影響學習者認知負荷的主要因素，其中靜加動態資訊呈現方式會給予學習者過高的認知負荷。
     綜合本研究結果，三種閱讀情境搭配三種資訊呈現方式對於閱讀專注力、閱讀理解與認知負荷的影響各有優劣勢，因此可以因應學習者不同的閱讀情境或不同目的，挑選使用最為適合的資訊呈現方式。未來研究也能基於本研究結果，進行相關應用或進行更為深入的研究。		zh_TW
dc.description.tableofcontents 第一章、 緒論 1
     第一節、 研究動機 1
     第二節、 研究目的與問題 4
     第三節、 研究範圍與限制 4
     第四節、 名詞解釋 5
     第二章、 文獻探討 8
     第一節、 行動學習與行動閱讀 8
     第二節、 數位螢幕資訊呈現方式 13
     第三節、 學習專注力對於學習的重要性 16
     第四節、 認知負荷 19
     第五節、 總結 22
     第三章、 研究方法 24
     第一節、 研究架構 24
     第二節、 研究方法 26
     第三節、 研究對象、閱讀學習題材及實驗情境 27
     第四節、 研究工具 28
     第五節、 研究步驟 35
     第六節、 實驗設計 36
     第四章、 實驗結果分析 41
     第一節、 實驗背景說明 41
     第二節、 不同閱讀情境搭配不同資訊呈現方式對於閱讀專注力、閱讀理解成效及認知負荷影響分析 42
     第三節、 不同性別學習者之差異分析 51
     第四節、 在三種閱讀情境搭配三種資訊呈現方式下閱讀專注力、閱讀理解及認知負荷之間的相關性分析 55
     第五節、 訪談資料整理 59
     第六節、 討論 63
     第五章、 結論 69
     第一節、 研究結論 69
     第二節、 未來研究方向 72
     參考文獻 74
     附錄一 85		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099155003en_US
dc.subject (關鍵詞) 行動閱讀zh_TW
dc.subject (關鍵詞) 行動學習zh_TW
dc.subject (關鍵詞) 資訊呈現方式zh_TW
dc.title (題名) 行動閱讀之資訊呈現方式對於學習者專注力、閱讀理解與認知負荷之影響研究zh_TW
dc.title (題名) Assessing the effects of different text presentation types on attention, reading comprehension and cognitive load for mobile E-readingen_US
dc.type (資料類型) thesisen
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