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題名 點讀筆支援紙本繪本閱讀對於兒童閱讀動機、情緒、注意力與理解成效之影響研究
A study on digital pen-supported picture books for improving children’s reading motivations, emotions, attention and comprehension
作者 陳冠雯
Chen, Kuan Wen
貢獻者 陳志銘
Chen, Chih Ming
陳冠雯
Chen, Kuan Wen
關鍵詞 點讀筆
紙本閱讀
閱讀動機
閱讀情緒
閱讀注意力
閱讀理解成效
digital pen
paper-reading
reading motivation
reading emotion
reading attention
reading comprehension performance
日期 2013
上傳時間 14-Jul-2014 11:36:48 (UTC+8)
摘要 隨著科技的進步，兒童繪本不再侷限於傳統由印刷文字及靜態圖片組成的紙本繪本，而是逐漸發展為多種數位媒體整合之電子繪本，電子繪本具有優於傳統紙本繪本的互動性及多媒體元素，較能吸引兒童的閱讀興趣。但電子繪本也存在過多動畫可能使兒童沈迷於感官刺激，分散其閱讀注意力的疑慮。此外，電子繪本對兒童的視力可能造成傷害，紙本仍較適合長時間的閱讀，但紙本繪本在支援閱讀上的模式較為單調。因此，近年來可搭配紙本閱讀的數位點讀筆興起，並已發展出可同時融合聽、說、讀、寫的多元閱讀模式，具有融合紙本且具有多媒體與互動功能的優勢。本研究採用腦波注意力偵測技術及心跳變異情緒感知技術，基於預測策略，探討包括傳統紙本繪本、電子繪本及點讀筆輔助紙本繪本閱讀對於兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效的影響。此外，也針對文字型和圖像型不同認知風格以及不同性別的兒童，探討採用上述三種不同閱讀模式進行閱讀時的閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效是否具有顯著差異。

研究結果發現：（1）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童，在閱讀動機提升上顯著優於閱讀紙本繪本與閱讀電子繪本搭配預測策略的兒童；（2）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童在閱讀注意力上顯著優於閱讀紙本繪本搭配預測策略的兒童，但與閱讀電子繪本搭配預測策略的兒童則無顯著差異；（3）閱讀電子繪本與運用點讀筆輔助紙本繪本搭配預測策略的閱讀模式在閱讀理解成效上均優於傳統紙本閱讀搭配預測策略，並且兩種閱讀模式具有相同的閱讀理解成效；（4）閱讀電子繪本搭配預測策略的兒童中在負面情緒上，女性顯著高於男性；（5）閱讀傳統紙本繪本搭配預測策略的兒童，在閱讀理解成效上女性顯著優於男性；（6）男性兒童採用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀注意力上顯著優於傳統紙本繪本搭配預測策略閱讀；（7）男性兒童採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上優於傳統紙本繪本搭配預測策略閱讀；（8）圖像型兒童採用傳統紙本繪本搭配預測策略閱讀，在負面情緒上顯著高於採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀；（9）文字型兒童採用電子繪本閱讀與點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上顯著高於傳統紙本繪本搭配預測策略閱讀；（10）兒童以傳統紙本繪本閱讀、電子繪本閱讀與點讀筆輔助繪本閱讀三種模式進行閱讀學習，其閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效彼此之間不具有關聯性

最後，根據研究結果，本研究亦提出對父母、教師、相關推動兒童閱讀單位以及未來研究的建議，希望能對兒童的閱讀能力提升產生助益。
With the progress of information technology, children picture books have no longer be restricted to traditional paper picture books composed of printed texts and static pictures; instead, various digital media integrated electronic picture books are gradually developed. Electronic picture books present the advantages of better interactivity and multimedia elements than traditional paper picture books and could better attract children’s reading interests. Nevertheless, electronic picture books also exist in excessive animation causing children indulging in sensory stimulation and diverting the reading attention. Moreover, electronic picture books could damage children’s visual acuity. Thus, paper picture books are considered more suitable for long-term reading. However, paper picture books show dull model on supporting reading. The combination of digital pens with paper-reading is therefore emerged in the past years and the plural reading model integrating listening, speaking, reading, and writing has been developed because integrating digital pen with paper reveals the advantages of multimedia and interactive functions. Based on prediction strategy, this study applies brain-wave attention detection system and heart rate variability emotion sensing technology to discussing the effects of traditional paper picture books, electronic picture books, and digital pen assisted paper picture books on children’s reading motivation, reading emotion, reading attention, and reading comprehension performance. Furthermore, the effects of on children with visualizer and verbalizer cognitive styles and different genders on reading motivation, reading emotion, reading attention, and reading comprehension performance when reading with the above reading models are also explored.

The findings of the study are summarized as below. (1) Children applying digital pen supported paper picture books and prediction strategy present better reading motivation than the ones reading paper picture books and electronic picture books with prediction strategy. (2) Children utilizing digital pen supported paper picture books with prediction strategy reveal better reading attention than the ones reading paper picture books with prediction strategy, but do not appear significant difference from the others reading electronic picture books with prediction strategy. (3) Reading electronic picture books and digital pen supported paper picture books with prediction strategy shows better reading comprehension performance than traditional paper reading with prediction strategy, and such two reading models appear the same reading comprehension performance. (4) Female children reading electronic picture books with prediction strategy present higher negative emotion than males do. (5) Female children reading traditional paper picture books with prediction strategy reveal better reading comprehension performance than males do. (6) Male children applying digital pen supported paper picture books with prediction strategy show better reading attention than reading traditional paper picture books with prediction strategy. (7) Male children using electronic picture books and digital pen supported paper picture books with prediction strategy present better reading comprehension performance than reading traditional paper picture books with prediction strategy. (8) Visualizers utilizing traditional paper picture books with prediction strategy appear higher negative emotion than applying electronic picture books and digital pen supported paper picture books with prediction strategy. (9) Verbalizers using electronic picture books and digital pen supported paper picture book with prediction strategy show significantly higher reading comprehension performance than reading traditional paper picture books with prediction strategy. (10) The reading models of traditional paper picture books, electronic picture books, and digital pen supported picture books do not appear correlations on reading motivation, reading emotion, reading attention, and reading comprehension performance.

Finally, the study also proposes several valuable suggestions for parents, teachers, children reading promotion units, and future researchers, tending to provide benefits in enhancing children reading abilities.
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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
101155001
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101155001
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 陳冠雯zh_TW
dc.contributor.author (Authors) Chen, Kuan Wenen_US
dc.creator (作者) 陳冠雯zh_TW
dc.creator (作者) Chen, Kuan Wenen_US
dc.date (日期) 2013en_US
dc.date.accessioned 14-Jul-2014 11:36:48 (UTC+8)-
dc.date.available 14-Jul-2014 11:36:48 (UTC+8)-
dc.date.issued (上傳時間) 14-Jul-2014 11:36:48 (UTC+8)-
dc.identifier (Other Identifiers) G0101155001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67504-
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) 101155001zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 隨著科技的進步，兒童繪本不再侷限於傳統由印刷文字及靜態圖片組成的紙本繪本，而是逐漸發展為多種數位媒體整合之電子繪本，電子繪本具有優於傳統紙本繪本的互動性及多媒體元素，較能吸引兒童的閱讀興趣。但電子繪本也存在過多動畫可能使兒童沈迷於感官刺激，分散其閱讀注意力的疑慮。此外，電子繪本對兒童的視力可能造成傷害，紙本仍較適合長時間的閱讀，但紙本繪本在支援閱讀上的模式較為單調。因此，近年來可搭配紙本閱讀的數位點讀筆興起，並已發展出可同時融合聽、說、讀、寫的多元閱讀模式，具有融合紙本且具有多媒體與互動功能的優勢。本研究採用腦波注意力偵測技術及心跳變異情緒感知技術，基於預測策略，探討包括傳統紙本繪本、電子繪本及點讀筆輔助紙本繪本閱讀對於兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效的影響。此外，也針對文字型和圖像型不同認知風格以及不同性別的兒童，探討採用上述三種不同閱讀模式進行閱讀時的閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效是否具有顯著差異。

研究結果發現：（1）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童，在閱讀動機提升上顯著優於閱讀紙本繪本與閱讀電子繪本搭配預測策略的兒童；（2）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童在閱讀注意力上顯著優於閱讀紙本繪本搭配預測策略的兒童，但與閱讀電子繪本搭配預測策略的兒童則無顯著差異；（3）閱讀電子繪本與運用點讀筆輔助紙本繪本搭配預測策略的閱讀模式在閱讀理解成效上均優於傳統紙本閱讀搭配預測策略，並且兩種閱讀模式具有相同的閱讀理解成效；（4）閱讀電子繪本搭配預測策略的兒童中在負面情緒上，女性顯著高於男性；（5）閱讀傳統紙本繪本搭配預測策略的兒童，在閱讀理解成效上女性顯著優於男性；（6）男性兒童採用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀注意力上顯著優於傳統紙本繪本搭配預測策略閱讀；（7）男性兒童採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上優於傳統紙本繪本搭配預測策略閱讀；（8）圖像型兒童採用傳統紙本繪本搭配預測策略閱讀，在負面情緒上顯著高於採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀；（9）文字型兒童採用電子繪本閱讀與點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上顯著高於傳統紙本繪本搭配預測策略閱讀；（10）兒童以傳統紙本繪本閱讀、電子繪本閱讀與點讀筆輔助繪本閱讀三種模式進行閱讀學習，其閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效彼此之間不具有關聯性

最後，根據研究結果，本研究亦提出對父母、教師、相關推動兒童閱讀單位以及未來研究的建議，希望能對兒童的閱讀能力提升產生助益。		zh_TW
dc.description.abstract (摘要) With the progress of information technology, children picture books have no longer be restricted to traditional paper picture books composed of printed texts and static pictures; instead, various digital media integrated electronic picture books are gradually developed. Electronic picture books present the advantages of better interactivity and multimedia elements than traditional paper picture books and could better attract children’s reading interests. Nevertheless, electronic picture books also exist in excessive animation causing children indulging in sensory stimulation and diverting the reading attention. Moreover, electronic picture books could damage children’s visual acuity. Thus, paper picture books are considered more suitable for long-term reading. However, paper picture books show dull model on supporting reading. The combination of digital pens with paper-reading is therefore emerged in the past years and the plural reading model integrating listening, speaking, reading, and writing has been developed because integrating digital pen with paper reveals the advantages of multimedia and interactive functions. Based on prediction strategy, this study applies brain-wave attention detection system and heart rate variability emotion sensing technology to discussing the effects of traditional paper picture books, electronic picture books, and digital pen assisted paper picture books on children’s reading motivation, reading emotion, reading attention, and reading comprehension performance. Furthermore, the effects of on children with visualizer and verbalizer cognitive styles and different genders on reading motivation, reading emotion, reading attention, and reading comprehension performance when reading with the above reading models are also explored.

The findings of the study are summarized as below. (1) Children applying digital pen supported paper picture books and prediction strategy present better reading motivation than the ones reading paper picture books and electronic picture books with prediction strategy. (2) Children utilizing digital pen supported paper picture books with prediction strategy reveal better reading attention than the ones reading paper picture books with prediction strategy, but do not appear significant difference from the others reading electronic picture books with prediction strategy. (3) Reading electronic picture books and digital pen supported paper picture books with prediction strategy shows better reading comprehension performance than traditional paper reading with prediction strategy, and such two reading models appear the same reading comprehension performance. (4) Female children reading electronic picture books with prediction strategy present higher negative emotion than males do. (5) Female children reading traditional paper picture books with prediction strategy reveal better reading comprehension performance than males do. (6) Male children applying digital pen supported paper picture books with prediction strategy show better reading attention than reading traditional paper picture books with prediction strategy. (7) Male children using electronic picture books and digital pen supported paper picture books with prediction strategy present better reading comprehension performance than reading traditional paper picture books with prediction strategy. (8) Visualizers utilizing traditional paper picture books with prediction strategy appear higher negative emotion than applying electronic picture books and digital pen supported paper picture books with prediction strategy. (9) Verbalizers using electronic picture books and digital pen supported paper picture book with prediction strategy show significantly higher reading comprehension performance than reading traditional paper picture books with prediction strategy. (10) The reading models of traditional paper picture books, electronic picture books, and digital pen supported picture books do not appear correlations on reading motivation, reading emotion, reading attention, and reading comprehension performance.

Finally, the study also proposes several valuable suggestions for parents, teachers, children reading promotion units, and future researchers, tending to provide benefits in enhancing children reading abilities.		en_US
dc.description.tableofcontents 摘要 I
Abstract III
目次 V
圖次 VII
表次 VIII
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 3
第三節 研究問題 3
第四節 研究範圍與研究限制 4
第五節 預期貢獻 4
第六節 名詞解釋 5
第二章 文獻探討 7
第一節 科技工具輔助閱讀 7
第二節 情緒、動機、注意力對於閱讀理解成效的影響 11
第三節 認知風格對閱讀學習的影響 15
第四節 性別差異對閱讀學習的影響 18
第五節 閱讀策略探究 20
第三章 研究設計與實施 23
第一節 研究架構 23
第二節 研究方法 25
第三節 研究對象 26
第四節 實驗之三種不同繪本閱讀模式 27
第五節 研究工具 31
第六節 實驗設計與處理 36
第七節 資料分析 38
第四章 實驗結果分析 42
第一節 研究對象基本資料分析 42
第二節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機提升分析 43
第三節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 45
第四節 三組採用不同閱讀模式搭配預測策略之不同性別兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 47
第五節 三組採用不同閱讀模式搭配預測策略之不同認知風格兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 56
第六節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效相關分析 65
第七節 訪談資料整理 67
第八節 討論 70
第五章 結論與建議 75
第一節 結論 75
第二節 教學實施建議 78
第三節 未來研究方向 79
參考文獻 81
【附錄一】繪本預測策略設計 90
【附錄二】SOP量表 93
【附錄三】閱讀動機量表 94
【附錄四】閱讀測驗 95
【附錄五】訪談大綱 97		zh_TW
dc.format.extent 1975841 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/#G0101155001en_US
dc.subject (關鍵詞) 點讀筆zh_TW
dc.subject (關鍵詞) 紙本閱讀zh_TW
dc.subject (關鍵詞) 閱讀動機zh_TW
dc.subject (關鍵詞) 閱讀情緒zh_TW
dc.subject (關鍵詞) 閱讀注意力zh_TW
dc.subject (關鍵詞) 閱讀理解成效zh_TW
dc.subject (關鍵詞) digital penen_US
dc.subject (關鍵詞) paper-readingen_US
dc.subject (關鍵詞) reading motivationen_US
dc.subject (關鍵詞) reading emotionen_US
dc.subject (關鍵詞) reading attentionen_US
dc.subject (關鍵詞) reading comprehension performanceen_US
dc.title (題名) 點讀筆支援紙本繪本閱讀對於兒童閱讀動機、情緒、注意力與理解成效之影響研究zh_TW
dc.title (題名) A study on digital pen-supported picture books for improving children’s reading motivations, emotions, attention and comprehensionen_US
dc.type (資料類型) thesisen
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