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題名 基於數位閱讀標註行為探勘影響閱讀焦慮因素 提升閱讀成效
Mining the Factors that Affect Reading Anxiety based on Annotation Behavior for Promoting Reading Performance
作者 吳志豪
Wu, Jhih Hao
貢獻者 陳志銘
Chen, Chih Ming
吳志豪
Wu, Jhih Hao
關鍵詞 合作式閱讀標註
閱讀策略
閱讀焦慮
資料探勘
Cooperative reading annotation
Reading strategy
Reading anxiet
Data
日期 2010
上傳時間 4-Sep-2013 16:41:58 (UTC+8)
摘要 本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。
為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。
研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。
 
最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。
To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance.
To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level.

The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.
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許芳蘭（2010）。小組分享式閱讀對國小學童閱讀學習態度與學習焦慮之影響。未出版碩士論文，國立台北教育大學兒童英語教育學系碩士班，台北市。
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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
98155008
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098155008
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 吳志豪zh_TW
dc.contributor.author (Authors) Wu, Jhih Haoen_US
dc.creator (作者) 吳志豪zh_TW
dc.creator (作者) Wu, Jhih Haoen_US
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 16:41:58 (UTC+8)-
dc.date.available 4-Sep-2013 16:41:58 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 16:41:58 (UTC+8)-
dc.identifier (Other Identifiers) G0098155008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60181-
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) 98155008zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。
為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。
研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。
 
最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。		zh_TW
dc.description.abstract (摘要) To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance.
To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level.

The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.		en_US
dc.description.tableofcontents 摘要 III
ABSTRACT V
第一章 緒論 1
第一節、 研究動機 1
第一節、 研究目的 3
第二節、 研究問題 3
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 7
第一節、 英語閱讀焦慮 7
第二節、 閱讀標註策略 12
第三節、 合作式數位閱讀標註系統設計 16
第三章 個人化閱讀焦慮程度預測模型 20
第一節、 資料處理階段 20
第二節、 個人化閱讀焦慮程度預測模型建置 22
第三節、 個人化閱讀焦慮程度預測規則 25
第四章 研究方法與步驟 26
第一節、 研究架構 26
第二節、 研究方法 27
第三節、 研究對象 29
第四節、 研究工具 30
第五節、 研究流程 35
第六節、 實驗設計 36
第五章 個人化閱讀焦慮預測模型 40
第一節、 模型建置資料處理 40
第二節、 個人化閱讀焦慮預測決策樹 42
第三節、 教師線上觀察學習者閱讀焦慮使用者介面 54
第四節、 個人化閱讀焦慮預測模型準確率驗證 58
第六章 實驗結果分析 61
第一節、 實驗背景說明 61
第二節、 閱讀標註行為差異分析 64
第三節、 閱讀焦慮減緩分析 66
第四節、 閱讀學習成效分析 73
第五節、 系統滿意度調查 78
第七章 結論、討論與未來研究方向 86
第一節、 結論 86
第二節、 討論 88
第三節、 未來研究方向 92
參考文獻 97
一、 中文文獻 97
二、 英文文獻 98		zh_TW
dc.format.extent 1840917 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098155008en_US
dc.subject (關鍵詞) 合作式閱讀標註zh_TW
dc.subject (關鍵詞) 閱讀策略zh_TW
dc.subject (關鍵詞) 閱讀焦慮zh_TW
dc.subject (關鍵詞) 資料探勘zh_TW
dc.subject (關鍵詞) Cooperative reading annotationen_US
dc.subject (關鍵詞) Reading strategyen_US
dc.subject (關鍵詞) Reading anxieten_US
dc.subject (關鍵詞) Dataen_US
dc.title (題名) 基於數位閱讀標註行為探勘影響閱讀焦慮因素 提升閱讀成效zh_TW
dc.title (題名) Mining the Factors that Affect Reading Anxiety based on Annotation Behavior for Promoting Reading Performanceen_US
dc.type (資料類型) thesisen
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