運用腦波儀探討學生閱讀不同教材設計差異之研究

A study of applying EEG to explore learning process of different textbooks design for junior high school students

邱儀鵑(Yi-Chuan Chiu)

指導教授 ： 周永燦

中原大學/電機資訊學院/工業與系統工程研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800403

摘要

閱讀是知識取得的基礎。在十二年國民教育的過程中， 教科圖書更是各高級中等學校與國民中小學學生準備各級入學測驗必須閱讀的書籍。國民中學的入學測驗以教科書內容為基礎，題型測驗內容以國際間學生評量(The Program for International Student Assessment，PISA)為導向，是著重閱讀理解(Reading Comprehension)的測驗。學生在自主學習時，教科書的編排顯得格外重要。良好的教科書編排將會有助於學生閱讀理解，也會提升學生學習專注力。
過去已有許多文獻探討閱讀理解的過程、重要性與影響，但是，針對學生教科書的閱讀理解的研究相對較少。其次是許多的學者也研究利用心智圖輔助各年級與不同科目的課程教學的成效，然而，對於國中一年級的地理科教學以心智圖作為輔助教材的研究卻是較缺乏的。過去研究閱讀理解的過程與學習專注力的文獻，都是以眼動儀作為主要的量測儀器，利用腦波儀作為研究資料蒐集的工具是相對缺乏的。因此，本研究試圖利用腦波儀蒐集國中一年級學生閱讀地理科教材文本的專注力資訊，藉由提供輔助心智圖與否，探討其對於學生閱讀理解之影響。
本研究利用兩種不同教材編輯模式的教科圖書文本，包括純文本內容不做改變及在文本內容後附有三階層心智圖(Mind Mapping)的閱讀素材，透過腦波儀記錄受測者閱讀學習專注力，緊接著實施閱讀測驗量測閱讀理解程度，最後進行T檢定分析。研究對象以桃園市某間國民中學的七年級(國民中學一年級)學生，男生34位，女生約32位，共約66位進行探討。本研究實驗結果指出在教科書的課文文本後附有三階層的心智圖時，閱讀測驗的成績會有顯著提升，並且對於學習低成就的學生有較明顯的幫助。本研究之實驗結果能夠提供教師或出版社未來在編輯教材設計之參考。

關鍵字

閱讀理解 ； 腦波儀 ； 心智圖

並列摘要

Reading is the basis of acquiring knowledge. In the process of 12-year compulsory education, textbooks are the required material for students to prepare different grade assessments. For junior high school students, the textbooks are also the fundamentals of the comprehensive assessment programs that is the entrance examination of senior high school are based on textbooks. The assessment type and context are like the Program for International Student Assessment (PISA) that focus on assessment of the reading comprehension. The compiled styles of textbooks are extremely crucial for learning autonomy. Well compiled textbooks enhance students reading comprehension, studying attention and efficiency.
There were many studies to discover the process, essential and influence of reading comprehension. However, the literature of reading comprehension about textbooks was scarce. In addition, there were many scholars who studied applying mind mapping to assist teaching different courses for different grade students. Nevertheless, the studies of using mind mapping to teach geography for junior high school students are lack. A lot of research works have been done in exploring learning attention and reading comprehension by using eye-tracking as the major measure instruments, though there has been relatively little research applied Electroencephalogram (EEG) to gathering information. Therefore, this study attempts using EEG to collect attention information of junior high school students while they read geography textbooks. The purpose of this study is to examine if the use of mind mapping would improve the reading comprehension of junior high school student.
In this study, an experiment was conducted to examine the influence of different compiled types of textbooks for reading comprehension and learning attention. The participants consist with 34 male junior high school students and 32 females, respectively. The reading materials are two different compiled modes of textbooks, one is text only while the other is text with 3-level mind maps. Through EEG to track and record participants’ a variety of attention and efficiency, then give a test of the articles to recognize the reading comprehensive. Finally, t-test is used to analyze results for the data. The experiment results reveal that appending 3-level mind maps in textbooks will improve reading comprehension and assistant low-achievement students significantly. The results and conclusions of this study can be a reference for future design of related teaching materials for teachers and publishers.

並列關鍵字

Reading comprehension ； EEG ； Mind Mapping

參考文獻

英文文獻

Abi-El-Mona, H. I., and Adb-El-Khalick, F. (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement, School Science and Mathematics, 108(7), 298-312.

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Broadway, J. M., Franklin, M. S., and Schooler, J. W. (2015). Early event-related brain potentials and hemispheric asymmetries reveal mind-wandering while reading and predict comprehension, Biological Psychology, 107, 31–43.

DeDea, G. (2017). Effects of Lexical Variables on Silent Reading Comprehension in Individuals With Aphasia: Evidence From Eye Tracking, Journal of Speech, Language, and Hearing Research, 60, 2589-2602.