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| Title | Enhancing Digital Reading Performance with a Collaborative Reading Annotation System |
| Creator | 陳志銘 Chen, Chih-Ming ; Chen, Fang-Ya |
| Contributor | 圖檔所 |
| Key Words | Cooperative/collaborative learning; Human–computer interface; Interactive learning environments; Teaching/learning strategies |
| Date | 2014.08 |
| Date Issued | 13-Jun-2014 11:59:52 (UTC+8) |
| Summary | As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. This study used a quasi-experimental design. Fifty-three Grade 5 students were recruited from two classes of an elementary school in Taoyuan County, Taiwan. One class was randomly designated the experimental group used the proposed CRAS-RAIDS support for collaborative reading. The other class was designated the control group and used the traditional paper-based reading annotation method and face-to-face discussions. The two groups were then compared in terms of reading attitude, reading comprehension, and use of reading strategy in an active reading context. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction. |
| Relation | Computers & Education, 77, 67-81 |
| Type | article |
| DOI | http://dx.doi.org/10.1016/j.compedu.2014.04.010 |
| dc.contributor | 圖檔所 | en_US |
| dc.creator (作者) | 陳志銘 | zh_TW |
| dc.creator (作者) | Chen, Chih-Ming ; Chen, Fang-Ya | en_US |
| dc.date (日期) | 2014.08 | en_US |
| dc.date.accessioned | 13-Jun-2014 11:59:52 (UTC+8) | - |
| dc.date.available | 13-Jun-2014 11:59:52 (UTC+8) | - |
| dc.date.issued (上傳時間) | 13-Jun-2014 11:59:52 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/66688 | - |
| dc.description.abstract (摘要) | As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. This study used a quasi-experimental design. Fifty-three Grade 5 students were recruited from two classes of an elementary school in Taoyuan County, Taiwan. One class was randomly designated the experimental group used the proposed CRAS-RAIDS support for collaborative reading. The other class was designated the control group and used the traditional paper-based reading annotation method and face-to-face discussions. The two groups were then compared in terms of reading attitude, reading comprehension, and use of reading strategy in an active reading context. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction. | en_US |
| dc.format.extent | 2034350 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | Computers & Education, 77, 67-81 | en_US |
| dc.subject (關鍵詞) | Cooperative/collaborative learning; Human–computer interface; Interactive learning environments; Teaching/learning strategies | en_US |
| dc.title (題名) | Enhancing Digital Reading Performance with a Collaborative Reading Annotation System | en_US |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1016/j.compedu.2014.04.010 | en_US |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1016/j.compedu.2014.04.010 | en_US |