具SOAR結構化筆記之合作數位閱讀標註對於學習者的閱讀理解成效、閱讀動機以及閱讀態度之影響研究

The effects of collaborative reading annotation system with SOAR structured note function on learner's reading comprehension, reading motivation and reading attitude

林子郁(Lin Tzu-Yu)

指導教授 ： 陳志銘

國立政治大學/文學院/圖書資訊學數位碩士在職專班/碩士(2018年)

https://doi.org/10.6814/THE.NCCU.ELIS.001.2019.A01

摘要

數位閱讀對於生活在數位時代的現在人而言，已經是一種越來越重要的素養，特別是針對需要運用閱讀素養來學習新知的孩童而言。本研究旨在探討有無使用具SOAR結構化筆記之合作數位閱讀標註系統的實驗組與控制組五年級學生，在此種數位閱讀環境之中進行數位閱讀，在閱讀理解成效、閱讀動機及閱讀態度的效果。此外，本研究亦探討在此種數位閱讀環境之中，不同性別、認知風格、閱讀先備能力高低及原本筆記習慣有無的學習者，在有無使用具SOAR結構化筆記之合作數位閱讀標註的閱讀理解成效、閱讀動機及閱讀態度效果。
研究結果發現：(1)實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達中等效果。(2)場地相依型實驗組學習者在閱讀理解成效的表現上顯著優於場地相依型的控制組學習者，效果量達中等效果。(3)原無筆記習慣實驗組學習者在閱讀理解成效的表現上顯著優於控制組學習者，效果量達大效果。然而本研究未發現實驗組和控制組學習者在閱讀動機和閱讀態度上存在顯著差異。
基於上述研究結果，本研究提出幾點在教學實施及進行具SOAR結構化筆記之合作數位閱讀標註系統時提昇閱讀理解成效的閱讀行為設計。此外，本研究也提出幾點未來研究方向，以便讀者可以根據本研究進行更深入的探討。

關鍵字

SOAR結構化筆記 ； 合作數位閱讀標註 ； 閱讀理解 ； 閱讀動機 ； 閱讀態度

並列摘要

Digital reading is becoming a kind of more and more important literacy for modern people living in the digital age, particularly for children who need to use their reading literacy to learn new knowledge. This study aims to examine the effects of the Grade 5 learners in the experimental group and control group who respectively used the collaborative digital reading annotation system with and without the support of SOAR structured notes to conduct digital reading activity on reading comprehension, reading motivation and reading attitude in a digital reading environment. In addition, this study also examines the effects of the learners with different genders, cognitive styles, reading abilities and reading habits who used the collaborative digital reading annotation system with and without the support of SOAR structured notes on readers’ reading comprehension, reading motivation and reading attitude in a digital reading environment.
The experimental results of the study confirmed that: (1) the reading comprehension performance of the learners in the experimental group was significantly better than the learners in the control group learners, and the effect size was moderate. (2) the reading comprehension performance of the learners with field-dependent cognitive style in the experimental group was significantly better than the learners with field-dependent cognitive style in the control group learners, and the effect size was moderate. (3) the reading comprehension performance of the learners without noting habit in the experimental group was significantly better than the learners without noting habit in the control group, the effect size was large. However, this study did not get any significant differences between the learners in the experimental group and control group in reading motivation and reading attitude.
Based on the above research results, this study proposes several suggestions in terms of teaching implementation and design of digital reading for promoting the reading comprehension performance when performing digital reading activity with the support of collaborative digital reading annotation system with SOAR structured notes. Moreover, this study also presents several future research directions so that the readers can do their research in more depth based on the study.

並列關鍵字

SOAR structured notes ； Collaborative digital reading annotations ； Reading comprehension ； Reading motivation ； Reading attitude

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