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題名 數位圖書館資訊架構對數位學習之學習成效影響研究－以自然與人文數位博物館為例
A study on assessing the effects of information architecture of digital libraries on web-based learning performance- a case study on “The digital museum of nature & culture”
作者 林上資
Lin, Shang Tzu
貢獻者 陳志銘
Chen, Chih Ming
林上資
Lin, Shang Tzu
關鍵詞 數位圖書館
資訊架構
數位學習
日期 2011
上傳時間 4-Sep-2013 16:42:09 (UTC+8)
摘要 現今數位圖書館不僅止於將資源數位化，也必須提供館藏、資訊服務和學術活動整合的環境，並具有保存知識與有效支援學習的功能。本研究探究學習者利用數位圖書館支援數位學習時，數位圖書館的資訊架構設計是否影響學習者之學習成效，以及不同學習風格學習者對於數位圖書館提供的資訊架構，是否具有不同的資訊架構使用歷程與學習成效。本研究以國立自然科學博物館所屬之「自然與人文數位博物館」、Morae人機互動分析軟體以及Index of Learning Style（ILS）學習風格量表為研究工具，並利用「自然與人文數位博物館」進行數位圖書館支援數位學習之學習任務，據此探究數位圖書館資訊架構設計是否影響數位學習之學習成效。本研究結果指出數位圖書館支援數位學習具有良好的學習成效，在資訊架構影響學習成效部分發現，組織系統是影響學習成效的主因，並且不同學習成效學習者使用數位圖書館之資訊架構行為具有差異；總體型學習者之學習成效優於循序型學習者；學習成效較佳以及總體型學習者仰賴組織系統較多；而學習成效較差及循序型學習者則仰賴搜尋系統較多。
Modern digital libraries not only digitalize resources, they are also required to provide an environment which integrates collection provision, information services, and academic activities, in addition to their functions of preserving knowledge and effectively supporting learning. This study investigated whether the design of the information structure of a digital library influences learning performance when learners use the digital library to supplement digital learning, and whether learners of different learning styles have different experiences and learning efficiency through the course of using different information architectures.
The present study chose the Digital Museum of Nature and Culture established by the National Museum of Natural Science, Morae (a usability testing software), and the Index of Learning Style (ILS) as its research tools. This study used the Digital Museum of Nature and Culture to supplement digital learning tasks, thereby investigating whether the design of the information architecture of a digital library influenced digital learning efficiency.
The present study suggested that the supplementation of digital learning with a digital library resulted in excellent learning efficiency. Regarding the influence of information architecture on learning efficiency, it was found that the organizational system was crucial to learning efficiency. Furthermore, learners with different learning efficiency displayed different behavior when using the information architecture of the digital library. It was found that the learning efficiency of global learners was better than that of sequential learners. Global learners and those learners with superior learning efficiency relied more heavily on the organizational system, while sequential learners and those learners with inferior learning efficiency relied more heavily on the search system.
參考文獻 一、英文參考文獻
Arko R. A., Ginger K. M., Kastens K. A. & Weatherley J.(2006). Using Annotations to Add Value to a Digital Library for Education, D-Lib Magazine, 12(5), available at: http://www.dlib.org/dlib/may06/arko/05arko.html(accessed January 3, 2011).
Arms, W.Y., Blanchi, C. and Overly, E.A. (1997), An architecture for information in digital libraries, D-Lib Magazine . available at: http://www.dlib.org/dlib/february97/cnri/02arms1.html (accessed December 1, 2010).
Bakeman, R. (1986). Observing interaction : an introduction to sequential analysis. Cambridge ;New York: Cambridge University Press.
Beiers, H. (2000). Information Architecture`s Potential Contribution to an Asynchoronous Learning Environment. In: Proc of the International Workshop on Advanced Learning Technologies, Palmerston North, New Zealand, pages 253--254
Chen, C.M.&Chen,C.C.(2010). Problem-based learning supported by digital archives: Case study of Taiwan Libraries’ History Digital Library. The Electronic Library, 28(1), 5-28
Chu, H. C., Hwang G. J., Huang, S. X., & Wu, T. T. （2008）. A knowledge engineering approach to developing e-libraries for mobile learning. The Electronic Library, 26(3), 303-317.
Conklin, J.(1987). Hypertext: an introduction and survey. Computer , 20, 17–41.
Dillon, A. & Turnbull, D(2010) .Information Architecture. Encyclopedia of Library and Information Sciences, Third Edition, 1(1), 2361-2368.
DLESE Teaching Box. Retrieved January 7, 2011, from http://www.teachingboxes.org/
Dong, A. & Agogino, A.M. (2001). Design principles for the information architecture of a SMET education digital library.1st ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL’01), 314-21.
Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, ASCE, 78 (7), 674–681.
Frias-Martinez, E., Chen S.Y. & Liu, X.(2007).Automatic Cognitive Style Identification of Digital Library Users for Personalization. Journal of the American Society for Information Science and Technology, 58(2), 237–251.
Frias-Martinez, E., Chen, S.Y. & Liu, X.(2008). Investigation of Behavior and Perception of Digital Library Users: A Cognitive Style Perspective. International Journal of Information Management, 28(5), 355-365.
Fuchs, M., Muscogiuri, C., Niedere´e, C. & Hemmje, M. (2004). Digital libraries in knowledge management: an e-learning case study, International Journal on Digital Libraries, 4 (1), 31-5.
Gwizdka, J.& Lopatovska, I.(2009).The Role of Subjective Factors in the Information Search Process. Journal of the American society for information science and technology, 60(12), 2452–2464.
He, D., & Peng, Y. （2010）. Supporting information access in e-learning by integrating digital libraries and ontology. Online Information Review, 34（5）, 704-728.
Heineman, P.L.(1995). Cognitive versus learning style. Retrieved January 8, 2011, from http://www.personality-project.org/perproj/others/heineman/cog.htm.
Katsanos, C., Tselios, N., & Avouris, N. (2008). Automated semantic elaboration of web site information architecture. Interacting with Computers, 20, 535–544.
Keefe, J. W. (1979). Learning style: An overview. In National association of secondary school principals (Ed.), Student learning styles: Diagnosing and prescribing programs,. Reston, Virginia: National Association of Secondary School Principals. ,1-17
Kirsh D. (2000). A Few Thoughts on Cognitive Overload. Intellectica, 1(30), 19-51.
Klašnja-Milicevic, A., Vesin, B., Ivanovic, M., & Budimac, Z. (2011) E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885-899
Kovel-Jarboe, P.(2001). The changing contexts of higher education and four possible futures for distance education. Issues Challenging Education, University of Minnesota, available at: http://horizon.unc.edu/projects/issues/papers/kovel.asp
Kuhlthau, C.(1991). Inside the search process: Information seeking from the user`s perspective. Journal of the American Society for Information Science, 42, 361-371.
Kuhlthau, C.(1997). Learning in digital libraries: An information search process approach. Library Trends, 45, 708-724.
Kuri, N.P., Mário, O.& Truzzi, S. (2002). Learning Styles Of Freshmen Engineering Students. Retrieved January 7, 2011, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.12.8463
Lazar, J., Jones, A., and Shneiderman, B. (2006). Workplace User Frustration with Computers: An Exploratory Investigation of the Causes and Severity, Behaviour and Information Technology, 25(3), 239-251.
Lee, L.Z. (2001). Growing a national learning environment and resources network for science, mathematics, engineering, and technology education: current issues and opportunities for the NSDL program. D-Lib Magazine, 7(3), 65-73.
Lynch C & Garcia-Molina H. (1995) Interoperability scaling, and the digital libraries research agenda: A report on the May 18-19, 1995, IITA Digital Libraries Workshop. http://itlaw.wikia.com/wiki/National_Coordination_Office_for_Computing,_Information_and_Communications
Lynch, C. (2003). Colliding with the real world: Heresies and unexplored questions about audience, economics, and control of digital libraries. In A. P. Bishop, N. A.Van House & B. P. Buttenfield (Eds.) Digital library use: Social practice in design andevaluation. Cambridge, MA: The MIT Press.
Marchionini, G. & Maurer, H.(1995). The Roles of Digital Libraries in Teaching and Learning. Communications of the ACM, 38(4), 67-75.
Marshall, B.B., Chen, H., Shen R.& Fox E.A.(2006). Moving Digital Libraries into the Student Learning Space: The GetSmart Experience. ACM Journal on Educational resources in Computing, 6(1).
Morville, P. & Rosenfield, L.(2007). Information architecture for the World Wide Web. Cambridge, MA: O’Reilly Media, Inc.
Otter, M., Johnson, H. (2000). Lost in hyperspace: metrics and mental models. Interacting with Computers, 13 (1), 1–40.
Parandjuk, J. C.(2010). Using Information Architecture to Evaluate Digital Libraries. The Reference Librarian, 51(2), 124 -134.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Sharifabadi, S.R.(2006). How digital libraries can support e-learning. The Electronic Library, 24(3), 389-401.
Sumner, T. & Marlino, M. (2004). Digital libraries and educational practice: a case for new models. Fourth ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL`04) USA. 170-178
Surla, S. M.(2007). An Information Architecture Approach to Building a Much Better Digital Library. Bulletin of the American Society for Information Science and Technology, 33(6), 41-43,from http://www.asis.org/Bulletin/Aug-07/Surla.pdf
Ziemba, L., Cornejo, C., & Beck, H. W. (2011). A water conservation digital library using ontologies. The Electronic Library, 29(2), 200-211.

二、中文參考文獻
郭重吉（1987）。英美等國晚近對學生學習風格之研究。資優教育季刊，22，2-8。
陳志銘，陳佳琪(2008)。數位典藏支援數位學習現況與發展。臺灣圖書館管理季刊，4(2)，9-23。
陳建勳（譯）（民96）。資訊架構學：網站應用（原作者：Rosenfield, L.& Morville, P.）。臺北市：歐萊禮。
數位典藏融入教學資源網。上網日期：2010年12月5日。網址：http://idatp.moe.edu.tw/index.aspx
鄭寶梅(2007)。國家圖書館與數位學習服務。國家圖書館館訊，96(2)，10-15。
賴苑玲(2001)。學習風格在資訊素養教學上之應用。上網日期：2010年1月8日。網址：dspace.lib.fcu.edu.tw/bitstream/2377/4266/1/20011019_pg913.pdf
顧潔心，顧大維（2010年4月）。針對不同學習風格學習者的多媒體呈現原則歸納與分析研究。2010電腦與網路科技在教育上的應用研討會論文集，新竹教育大學。
描述 碩士
國立政治大學
圖書資訊與檔案學研究所
98155010
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098155010
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 林上資zh_TW
dc.contributor.author (Authors) Lin, Shang Tzuen_US
dc.creator (作者) 林上資zh_TW
dc.creator (作者) Lin, Shang Tzuen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-Sep-2013 16:42:09 (UTC+8)-
dc.date.available 4-Sep-2013 16:42:09 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 16:42:09 (UTC+8)-
dc.identifier (Other Identifiers) G0098155010en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60182-
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) 98155010zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 現今數位圖書館不僅止於將資源數位化，也必須提供館藏、資訊服務和學術活動整合的環境，並具有保存知識與有效支援學習的功能。本研究探究學習者利用數位圖書館支援數位學習時，數位圖書館的資訊架構設計是否影響學習者之學習成效，以及不同學習風格學習者對於數位圖書館提供的資訊架構，是否具有不同的資訊架構使用歷程與學習成效。本研究以國立自然科學博物館所屬之「自然與人文數位博物館」、Morae人機互動分析軟體以及Index of Learning Style（ILS）學習風格量表為研究工具，並利用「自然與人文數位博物館」進行數位圖書館支援數位學習之學習任務，據此探究數位圖書館資訊架構設計是否影響數位學習之學習成效。本研究結果指出數位圖書館支援數位學習具有良好的學習成效，在資訊架構影響學習成效部分發現，組織系統是影響學習成效的主因，並且不同學習成效學習者使用數位圖書館之資訊架構行為具有差異；總體型學習者之學習成效優於循序型學習者；學習成效較佳以及總體型學習者仰賴組織系統較多；而學習成效較差及循序型學習者則仰賴搜尋系統較多。zh_TW
dc.description.abstract (摘要) Modern digital libraries not only digitalize resources, they are also required to provide an environment which integrates collection provision, information services, and academic activities, in addition to their functions of preserving knowledge and effectively supporting learning. This study investigated whether the design of the information structure of a digital library influences learning performance when learners use the digital library to supplement digital learning, and whether learners of different learning styles have different experiences and learning efficiency through the course of using different information architectures.
The present study chose the Digital Museum of Nature and Culture established by the National Museum of Natural Science, Morae (a usability testing software), and the Index of Learning Style (ILS) as its research tools. This study used the Digital Museum of Nature and Culture to supplement digital learning tasks, thereby investigating whether the design of the information architecture of a digital library influenced digital learning efficiency.
The present study suggested that the supplementation of digital learning with a digital library resulted in excellent learning efficiency. Regarding the influence of information architecture on learning efficiency, it was found that the organizational system was crucial to learning efficiency. Furthermore, learners with different learning efficiency displayed different behavior when using the information architecture of the digital library. It was found that the learning efficiency of global learners was better than that of sequential learners. Global learners and those learners with superior learning efficiency relied more heavily on the organizational system, while sequential learners and those learners with inferior learning efficiency relied more heavily on the search system.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 4
第三節 研究範圍與限制 5
第四節 名詞解釋 6
第二章 文獻探討 9
第一節 數位圖書館支援數位學習 9
第二節 資訊架構應用於數位圖書館 14
第三節 學習風格 19
第三章 研究方法與實驗設計 23
第一節 研究方法 23
第二節 研究架構與流程 24
第三節 研究對象 28
第四節 研究工具 28
第五節 實驗設計 41
第六節 資料分析 42
第四章 實驗結果與分析 45
第一節 資訊架構類型編碼處理 45
第二節 學習者之學習成效分析 46
第三節 資訊架構與學習成效之相關性分析 49
第四節 數位典藏區與數位學習區整體資訊架構之停留使用時間對於學習成效影響分析 52
第五節 不同學習成效學習者使用數位圖書館資訊架構之差異分析 53
第六節 序列分析 54
第七節 學習者使用數位圖書館實例 63
第五章 結論與建議 75
第一節 研究結論 75
第二節 建議 79
第三節 未來研究方向 80
參考文獻 83
一、英文參考文獻 83
二、中文參考文獻 86
附件 87		zh_TW
dc.format.extent 4689603 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/#G0098155010en_US
dc.subject (關鍵詞) 數位圖書館zh_TW
dc.subject (關鍵詞) 資訊架構zh_TW
dc.subject (關鍵詞) 數位學習zh_TW
dc.title (題名) 數位圖書館資訊架構對數位學習之學習成效影響研究－以自然與人文數位博物館為例zh_TW
dc.title (題名) A study on assessing the effects of information architecture of digital libraries on web-based learning performance- a case study on “The digital museum of nature & culture”en_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 一、英文參考文獻
Arko R. A., Ginger K. M., Kastens K. A. & Weatherley J.(2006). Using Annotations to Add Value to a Digital Library for Education, D-Lib Magazine, 12(5), available at: http://www.dlib.org/dlib/may06/arko/05arko.html(accessed January 3, 2011).
Arms, W.Y., Blanchi, C. and Overly, E.A. (1997), An architecture for information in digital libraries, D-Lib Magazine . available at: http://www.dlib.org/dlib/february97/cnri/02arms1.html (accessed December 1, 2010).
Bakeman, R. (1986). Observing interaction : an introduction to sequential analysis. Cambridge ;New York: Cambridge University Press.
Beiers, H. (2000). Information Architecture`s Potential Contribution to an Asynchoronous Learning Environment. In: Proc of the International Workshop on Advanced Learning Technologies, Palmerston North, New Zealand, pages 253--254
Chen, C.M.&Chen,C.C.(2010). Problem-based learning supported by digital archives: Case study of Taiwan Libraries’ History Digital Library. The Electronic Library, 28(1), 5-28
Chu, H. C., Hwang G. J., Huang, S. X., & Wu, T. T. （2008）. A knowledge engineering approach to developing e-libraries for mobile learning. The Electronic Library, 26(3), 303-317.
Conklin, J.(1987). Hypertext: an introduction and survey. Computer , 20, 17–41.
Dillon, A. & Turnbull, D(2010) .Information Architecture. Encyclopedia of Library and Information Sciences, Third Edition, 1(1), 2361-2368.
DLESE Teaching Box. Retrieved January 7, 2011, from http://www.teachingboxes.org/
Dong, A. & Agogino, A.M. (2001). Design principles for the information architecture of a SMET education digital library.1st ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL’01), 314-21.
Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, ASCE, 78 (7), 674–681.
Frias-Martinez, E., Chen S.Y. & Liu, X.(2007).Automatic Cognitive Style Identification of Digital Library Users for Personalization. Journal of the American Society for Information Science and Technology, 58(2), 237–251.
Frias-Martinez, E., Chen, S.Y. & Liu, X.(2008). Investigation of Behavior and Perception of Digital Library Users: A Cognitive Style Perspective. International Journal of Information Management, 28(5), 355-365.
Fuchs, M., Muscogiuri, C., Niedere´e, C. & Hemmje, M. (2004). Digital libraries in knowledge management: an e-learning case study, International Journal on Digital Libraries, 4 (1), 31-5.
Gwizdka, J.& Lopatovska, I.(2009).The Role of Subjective Factors in the Information Search Process. Journal of the American society for information science and technology, 60(12), 2452–2464.
He, D., & Peng, Y. （2010）. Supporting information access in e-learning by integrating digital libraries and ontology. Online Information Review, 34（5）, 704-728.
Heineman, P.L.(1995). Cognitive versus learning style. Retrieved January 8, 2011, from http://www.personality-project.org/perproj/others/heineman/cog.htm.
Katsanos, C., Tselios, N., & Avouris, N. (2008). Automated semantic elaboration of web site information architecture. Interacting with Computers, 20, 535–544.
Keefe, J. W. (1979). Learning style: An overview. In National association of secondary school principals (Ed.), Student learning styles: Diagnosing and prescribing programs,. Reston, Virginia: National Association of Secondary School Principals. ,1-17
Kirsh D. (2000). A Few Thoughts on Cognitive Overload. Intellectica, 1(30), 19-51.
Klašnja-Milicevic, A., Vesin, B., Ivanovic, M., & Budimac, Z. (2011) E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885-899
Kovel-Jarboe, P.(2001). The changing contexts of higher education and four possible futures for distance education. Issues Challenging Education, University of Minnesota, available at: http://horizon.unc.edu/projects/issues/papers/kovel.asp
Kuhlthau, C.(1991). Inside the search process: Information seeking from the user`s perspective. Journal of the American Society for Information Science, 42, 361-371.
Kuhlthau, C.(1997). Learning in digital libraries: An information search process approach. Library Trends, 45, 708-724.
Kuri, N.P., Mário, O.& Truzzi, S. (2002). Learning Styles Of Freshmen Engineering Students. Retrieved January 7, 2011, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.12.8463
Lazar, J., Jones, A., and Shneiderman, B. (2006). Workplace User Frustration with Computers: An Exploratory Investigation of the Causes and Severity, Behaviour and Information Technology, 25(3), 239-251.
Lee, L.Z. (2001). Growing a national learning environment and resources network for science, mathematics, engineering, and technology education: current issues and opportunities for the NSDL program. D-Lib Magazine, 7(3), 65-73.
Lynch C & Garcia-Molina H. (1995) Interoperability scaling, and the digital libraries research agenda: A report on the May 18-19, 1995, IITA Digital Libraries Workshop. http://itlaw.wikia.com/wiki/National_Coordination_Office_for_Computing,_Information_and_Communications
Lynch, C. (2003). Colliding with the real world: Heresies and unexplored questions about audience, economics, and control of digital libraries. In A. P. Bishop, N. A.Van House & B. P. Buttenfield (Eds.) Digital library use: Social practice in design andevaluation. Cambridge, MA: The MIT Press.
Marchionini, G. & Maurer, H.(1995). The Roles of Digital Libraries in Teaching and Learning. Communications of the ACM, 38(4), 67-75.
Marshall, B.B., Chen, H., Shen R.& Fox E.A.(2006). Moving Digital Libraries into the Student Learning Space: The GetSmart Experience. ACM Journal on Educational resources in Computing, 6(1).
Morville, P. & Rosenfield, L.(2007). Information architecture for the World Wide Web. Cambridge, MA: O’Reilly Media, Inc.
Otter, M., Johnson, H. (2000). Lost in hyperspace: metrics and mental models. Interacting with Computers, 13 (1), 1–40.
Parandjuk, J. C.(2010). Using Information Architecture to Evaluate Digital Libraries. The Reference Librarian, 51(2), 124 -134.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
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