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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 14-七月-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. 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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 Ming en_US dc.contributor.author (作者) 陳冠雯 zh_TW dc.contributor.author (作者) Chen, Kuan Wen en_US dc.creator (作者) 陳冠雯 zh_TW dc.creator (作者) Chen, Kuan Wen en_US dc.date (日期) 2013 en_US dc.date.accessioned 14-七月-2014 11:36:48 (UTC+8) - dc.date.available 14-七月-2014 11:36:48 (UTC+8) - dc.date.issued (上傳時間) 14-七月-2014 11:36:48 (UTC+8) - dc.identifier (其他 識別碼) G0101155001 en_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) 101155001 zh_TW dc.description (描述) 102 zh_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 IAbstract 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/#G0101155001 en_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 pen en_US dc.subject (關鍵詞) paper-reading en_US dc.subject (關鍵詞) reading motivation en_US dc.subject (關鍵詞) reading emotion en_US dc.subject (關鍵詞) reading attention en_US dc.subject (關鍵詞) reading comprehension performance en_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 comprehension en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 一、中文Anoto。檢自：http://www.anoto.com.tw/main.html，上網日期：2013年10月18日HeartMath。檢自：http://www.heartmathstore.com，上網日期：2013年10月18日NeuroSky, Inc.（2012）。NeuroSky-人人可用的腦電波感測器。檢自：http://www.neurosky.com/zh-Hant，上網日期：2013年7月10日大新出版集團。檢自：http://www.dahhsin.com.tw/main.php。上網日期：2013年10月18日。小凱撒。檢自：http://www.clothtoys.com.tw，上網日期：2013年10月18日。王克先（1987）。學習心理學。臺北：桂冠。王惠平（2009）。基於情緒識別技術評估不同型態多媒體教材之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。古秀梅（2005）。國小學童閱讀動機、閱讀態度、閱讀行為與國語科學業成就之相關研究。未出版之碩士論文，國立中山大學教育研究所，高雄市。任祥（2011）。數位點讀繪本設計與兒童閱讀興趣關係之研究。未出版之碩士論文，元智大學，桃園縣。吳中信（2013）。不同資訊呈現方式多媒體影音開放式課程對於學習專注力、情緒、認知負荷與學習成效之影響研究。未出版之碩士論文，國立政治大學，台北市。李連珠（1991）。將圖畫書帶進教室－課堂內的圖畫書。國教之友，43（2），29-36。李慕如、羅雪瑤編著（2000）。兒童文學。高雄：復文圖書。林天佑（1996）。EQ教育面面觀。教育資料文摘，38（6），81-89。林巧敏（2009）。推動國中小學童數位閱讀計畫之探討。台灣圖書館管理季刊， （2），49-67。林建平（1995）。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。台北市立師範學院學報，26，267-294。林美鐘（2002）。屏東縣國民小學中、高年級兒童閱讀興趣調查研究。未出版之碩士論文，國立屏東師範學院，屏東縣。林敏宜（2000）。圖畫書的欣賞與應用。臺北：心理。林惠愛（2011）。使用平板電腦閱讀電子書對國小學童閱讀能力與態度影響之研究。未出版之碩士論文，國立臺灣師範大學，臺北市。威提（Witty,P.A.）（1985）。怎樣培養孩子的興趣。（張劍鳴譯）。臺北：大地。帥文慧（1998）。新學習經驗－幼兒的電子閱讀與學習。學前教育，20（10），7-16。柯華葳（2006）。教出閱讀力。台北：天下雜誌。柯華葳（2012）。閱讀策略，可以輕鬆玩。臺北：天下雜誌。洪文瓊（1998）。電子童書對傳統童書的挑戰及其教育價值。出版界，56，42-48。胡曉凡（2010）。教材會說話了，英語學習步入「點讀時代」。華西。華西都市報。檢自：http://www.wccdaily.com.cn/epaper/hxdsb/html/2010-03/15/content_165155.htm范寧（2010）。影響閱讀能力的非認知因素：情緒。河北大學成人教育學院學報，12（1），98-99。孫櫻純（2009）。圖像及文字型認知風格學習者在學習不同型態多媒體教材時之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。徐瑞敏（2011）。網路學習社群經營機制對於提昇教師教學關注之研究-以桃園縣e 化學習平台閱讀策略課程為例。未出版之碩士論文，國立政治大學，臺北市。張春興（1988）。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。張春興（1991）。張氏心理學辭典。台北：東華書局。張春興（1991）。現代心理學。台北：東華。張春興（1994）。教育心理學──三化取向的理論與實踐。台北：東華。教育部（2010）。閱讀理解策略教學手冊。臺北：教育部。教學樂。檢自：http://www.myqu.com.tw/index.jsp，上網日期：2013年10月18日。莫伊爾（Moir, A.）、傑塞爾（Jessel, D.）（2000）。腦內乾坤－男女有別，其來有自。（洪蘭譯）。臺北：遠流。（原著出版年﹕1992）陳柔蓁、曾綺怡、徐作聖（2013）閱讀理解策略在主題探索式學習上的運用。新北市教育，7，7-12。陳烜之（2007）。認知心理學。五南圖書出版股份有限公司。斯敦堡（Sternberg, R. 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