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題名 合作閱讀標註系統之遊戲化激勵機制對於提升同儕互動與閱讀理解成效的影響研究
Enhancing peer interactions and reading comprehension performance by using a collaborative annotation system with gamification motivate mechanisms作者 陳姿君
Chen, Tze Chun貢獻者 陳志銘
Chen, Chih Ming
陳姿君
Chen, Tze Chun關鍵詞 遊戲化
激勵機制
合作閱讀標註
社會網絡互動
沉浸經驗
閱讀理解成效
gamification
motivate mechanism
cooperative reading annotation
social network interaction
immersion experience
reading comprehension achievement日期 2015 上傳時間 13-Jul-2015 11:12:45 (UTC+8) 摘要 近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。
The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. 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國立政治大學
圖書資訊學數位碩士在職專班
102913009
103資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102913009 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih Ming en_US dc.contributor.author (Authors) 陳姿君 zh_TW dc.contributor.author (Authors) Chen, Tze Chun en_US dc.creator (作者) 陳姿君 zh_TW dc.creator (作者) Chen, Tze Chun en_US dc.date (日期) 2015 en_US dc.date.accessioned 13-Jul-2015 11:12:45 (UTC+8) - dc.date.available 13-Jul-2015 11:12:45 (UTC+8) - dc.date.issued (上傳時間) 13-Jul-2015 11:12:45 (UTC+8) - dc.identifier (Other Identifiers) G0102913009 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/76455 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 102913009 zh_TW dc.description (描述) 103 zh_TW dc.description.abstract (摘要) 近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 zh_TW dc.description.abstract (摘要) The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed. en_US dc.description.tableofcontents 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 4 第四節 研究範圍與研究限制 5 第五節 名詞解釋 6 第二章 文獻探討 8 第一節 合作式閱讀標註學習 8 第二節 閱讀學習的激勵機制 12 第三節 社會網絡分析 17 第四節 學習風格與性別差異對於閱讀理解成效的影響 20 第三章 研究方法 24 第一節 研究架構 24 第二節 研究方法 26 第三節 研究對象 28 第四節 研究工具 28 第五節 實驗設計 46 第六節 研究流程 51 第七節 資料分析 53 第四章 先導性研究 57 第五章 實驗結果分析 62 第一節 有無遊戲化激勵機制對於學習者的標註行為、閱讀理解成效、沉浸經驗影響差異分析 62 第二節 有無遊戲化激勵機制對於學習者的社會網絡互動影響差異分析 65 第三節 有無遊戲化激勵機制對於不同性別學習者標註行為、閱讀理解成效、社會網絡互動、沉浸經驗差異分析 70 第四節 有無遊戲化激勵機制對於不同學習風格學習者標註行為、閱讀理解成效、社會網絡互動、沉浸經驗差異分析 77 第五節 雲端高互動合作式閱讀標註系統學習滿意度問卷調查分析 88 第六節 訪談資料分析 91 第七節 綜合討論 99 第六章 結論與建議 104 第一節 結論 104 第二節 教學實施建議 107 第三節 未來研究方向 108 參考文獻 110 附錄一、學習風格量表 124 附錄二、閱讀文本與閱讀理解測驗 130 附錄三、一個不可思議的夜晚計分指引 134 附錄四、「雲端高互動合作式閱讀標註系統」沉浸經驗感受問卷 136 附錄五、雲端高互動合作式閱讀標註系統學習滿意度問卷(實驗組施測) 138 附錄六、訪談大綱 141 zh_TW dc.format.extent 4094318 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102913009 en_US dc.subject (關鍵詞) 遊戲化 zh_TW dc.subject (關鍵詞) 激勵機制 zh_TW dc.subject (關鍵詞) 合作閱讀標註 zh_TW dc.subject (關鍵詞) 社會網絡互動 zh_TW dc.subject (關鍵詞) 沉浸經驗 zh_TW dc.subject (關鍵詞) 閱讀理解成效 zh_TW dc.subject (關鍵詞) gamification en_US dc.subject (關鍵詞) motivate mechanism en_US dc.subject (關鍵詞) cooperative reading annotation en_US dc.subject (關鍵詞) social network interaction en_US dc.subject (關鍵詞) immersion experience en_US dc.subject (關鍵詞) reading comprehension achievement en_US dc.title (題名) 合作閱讀標註系統之遊戲化激勵機制對於提升同儕互動與閱讀理解成效的影響研究 zh_TW dc.title (題名) Enhancing peer interactions and reading comprehension performance by using a collaborative annotation system with gamification motivate mechanisms en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 一、中文文獻 丁千珊(2011)。紙本童書與觸控式電子童書對兒童的閱讀成效與態度之影響。臺灣師範大學設計研究所在職進修碩士班學位論文，未出版，台北市。 王梅玲(2013)。從電子書數位閱讀探討圖書館推廣策略。臺北市立圖書館館訊，30(4)，9-24。 呂佳勳(2007)。小學圖書館以Moodle平台實施主題式數位閱讀之研究---以台中縣吉峰國小為例。 中興大學圖書資訊學研究所碩士論文，未出版，台中市。 李正翰(2010)。紙本與數位教材無縫整合學習環境中提問式鷹架對英文閱讀成效之影響。中山大學資訊管理學系研究所碩士論文，未出版，高雄市。 周暐達(2008)。數位閱讀及其版權管理之探討。研考雙月刊，32（3），44-52。 林巧敏(2010）。國小學童數位閱讀興趣與數位閱讀行為之研究研究成果報告(精簡版) 林巧敏(2011)。臺灣國小學童數位閱讀興趣與行為之調查分析。國家圖書館館刊，100(2)， 30-59。 林巧敏(2011）。學童數位閱讀資源與學習興趣之探討。圖書與資訊學刊，77，13-32。 林育如(2011)。行動閱讀之資訊呈現方式對於學習者專注力、閱讀理解與認知負荷之影響研究。國立政治大學圖書資訊與檔案學研究所碩士論文，未出版，台北市。 林書毅(2009）。虛擬社群激勵機制與會員忠誠度之研究－以線上遊戲社群為例。未出版之碩士論文，中山大學，嘉義市。 林凱胤、楊子瑩、王國華(2010）。實習教師在部落格中的社會網絡與互動行為，屏東教育大學學報-教育類，32，67-90。 林聚任(2009）。社會網絡分析：理論、分析與應用。北京：北京師範大學出版社。 柯華葳、幸曼玲、陸怡琮、辜玉旻(2010）。閱讀理解策略教學手冊。臺北市：教育部。 柯華葳、詹益綾、丘嘉慧(2013）。PIRLS2011報告(臺灣四年級學生閱讀素養)，取自 https://sites.google.com/site/reading8learning01/pirls/pirls-2011。搜尋日期：20140112。 柯華葳、詹益綾、張建妤、游婷雅(2009）。臺灣四年級學生閱讀素養（PIRLS2006報告）第二版。取自https://sites.google.com/site/reading8learning01/pirls/pirls-2006。搜尋日期：20150210。 柯華葳策劃(2011）。在職教師閱讀教學增能研習手冊。國立台灣師範大學教育研究與評鑑中心閱讀研究團隊。網址：http://beworkshop.cere.ntnu.edu.tw/RTE/file/20110731.pdf 洪菁筠(2012)。節奏遊戲化教學之研究—以國小三年級為例.。國立臺北教育大學音樂學系學位論文，未出版，臺北市。 夏蓉(2010)。數位閱讀服務體驗-以電子書閱讀器, 智慧型手機, 平板電腦三種裝置探討使用者採用之意願與偏好。臺灣大學資訊管理學研究所學位論文，未出版，台北市。 孫春在、林珊如(2007）。網路合作學習：數位時代的互動學習環境、教學與評量。台北市：心理。 徐慧成(2003）。利用網頁資訊建構多階層指導教授與研究生之網絡關係。未出版碩士論文，國立中山大學資訊管理研究所碩士論文，高雄市。 徐慧芸(2012)。社會互動排名與學習夥伴推薦機制對於激發潛水者之成效評估研究。國立政治大學圖書資訊學數位碩士在職專班論文，未出版，台北市。 張文華(2004)。同步網路合作學習中學習風格對國小學童學習之影響。國立台南師範學院碩士論文，未出版，台南市。 張明華(2014)。學習如「打 Game」葉丙成翻轉大學教育。評鑑雙月刊，52，34-36。 張家豪(2008)。不同測驗類型融入超媒體學習環境對國小學童自我調整學習和閱讀成效之影響。國立臺灣師範大學資訊教育學系碩士論文，未出版，台北市。 許詒婷(2009)。遊戲化音樂教學對於幼兒創造力影響之個案研究。國立臺北教育大學音樂學系碩士班學位論文，未出版，臺北市。 許瑞敏(2010)。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。國立政治大學圖書資訊學數位碩士在職專班論文，未出版，台北市。 許慧珍(2011) 以代幣機制探討網路學習成效。中華管理評論國際學報。1，1-15。 陳志銘、韋祿恩、吳志豪(2010）。認知型態與標註品質對閱讀成效之影響與關聯研究：以數位閱讀標註系統為例。圖書與資訊學刊，76，1-25。 陳芳雅(2012）。不同合作模式對國小學童閱讀學習影響之研究。國立政治大學圖書資訊學數位碩士在職專班論文，未出版，台北市。 陳勇汀(2011）。合作式閱讀標註之知識萃取機制研究。國立政治大學圖書資訊與檔案學研究所碩士論文，未出版，台北市。 陳珍妮(2014)。以人機互動觀點建構與評估遊戲化傳統中國醫藥數位學習系統。國立高雄第一科技大學資訊管理研究所碩士論文，未出版，高雄市。 陳軒德、黃子芸(2010)。註記分享平台實施網路合作學習應用研究-以Diigo為例。論文發表於第十四屆全球華人計算機教育應用大會(GCCCE 2010)。新加坡南洋理工大學，2012年6月1日至6月4日，2012。 陳靜儀、賴盈雯、彭慶東(2012)。以互動科技結合遊戲化學習應用於右腦潛能開發。數位內容與多媒體應用研討會論文集,447-458頁。 程毓明、蘇怡仁、王俞揮(2010)。遊戲式學習虛擬貨幣對小學生數學學習成效之研究。論文發表於樹德科技大學資訊學院舉辦之第九屆離島資訊技術與應用研討會，屏東縣。 黃柏翰(2012)優質標註萃取機制提昇閱讀成效之研究：以合作式閱讀標註系統為例。國立政治大學圖書資訊與檔案學研究所碩士論文，未出版，台北市。 褚麗絹、李承霖、郭靜蘭(2011)。沉浸經驗於互動式多媒體教材學習效果之影響，文化事業與管理研究，6，1-24。 劉瑞啟(2011)。繼續還是不繼續？網路文學作品持續閱讀與沉迷程度之影響。國立中央大學資訊管理學系碩士論文，未出版，桃園市。 潘率均(2013)。莫札特音樂融入電子書閱讀任務對小學生閱讀理解表現與緩解學習焦慮之研究。成功大學工程科學系碩士論文。未出版，台南市。 蔡昌智(2005)。不同激勵機制對網路學習活動參與程度之影響。國立臺南大學資訊教育研究所碩士論文，未出版，臺南市。 蔡懷恩(2014)。閱讀具標註數位文本之體感互動閱讀模式及其學習成效評估研究。國立政治大學圖書資訊與檔案學研究所碩士論文，未出版，台北市。 鄧凱元（2014）。台灣閱讀分數進步全球第一。天下雜誌。上網日期：2014年4月21日。網址：http://www.cw.com.tw/article/article.action?id=5055174 賴苑玲(2008）。數位學習平臺推動國小學童閱讀之可行性研究。第七屆海峽兩岸兒童及中小學圖書館學術研討會，吉林：長春少兒圖書館。 戴伯芬(2011)。亞洲四小龍公民社會組織的國際化網絡初探。城市學學刊， 2(1)， 1-29。 謝文全(2012)。教育行政學（四版）。台北市：高等教育。 顏百鴻 (2009)。不同激勵機制對國小六年級學童網路學習意願、參與程度及滿意度之影響。國立臺南大學教育學系科技發展與傳播碩士班論文，未出版，臺南市。 顏百鴻、歐陽誾(2012)。不同激勵機制對國小六年級學童網路學習活動影響之研究。教育學誌，27，221-262。 二、英文文獻 Amin, T. 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