基於學習專注力發展自律學習機制提升網路學習成效

Developing a Self-regulated Learning System based on Attention for Promoting Web-based Learning Performance

黃勝輝(Sheng-hui Huang)

指導教授 ： 洪欽銘 ； 陳志銘

國立臺灣師範大學/科技學院/應用電子科技研究所/碩士(2012年)

摘要

由於科技迅速發展，網路學習已成為新的發展趨勢，透過網路學習可以營造一個不受時間與空間限制的學習環境，學習者可以依據自己的規劃，隨時隨地進行學習。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，所以學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。而在閱讀學習過程中，「注意力」為影響學習成效的關鍵因素，因此，如何讓學生在學習時能專注於課堂學習內容，是數位學習需要面對的挑戰。本研究針對輔助數位閱讀標註學習設計一基於注意力發展之自律學習機制，以提供閱讀學習者一個具自我學習管理的機制，以提升學習者的閱讀學習專注力，進而提昇閱讀學習成效。本研究以新北市某國中七年級四個班級合計126位學生為實驗對象，將其以班級為單位隨機分派為實驗組與控制組，實驗組學習者採用「具注意力為基礎之自律學習機制」支援線上閱讀標註學習；而控制組學習者則未採用「具注意力為基礎之自律學習機制」支援線上閱讀標註學習。結果顯示採用「具注意力為基礎之自律學習機制」，確實可以有效提升學習者線上英文閱讀標註學習的學習專注力及學習成效，並且本研究發現「具注意力為基礎之自律學習機制」對於提升女性學習者的線上英文閱讀標註學習專注力及學習成效，顯著優於男性學習者。此外，採用「具注意力為基礎之自律學習機制」支援線上英文閱讀標註學習的高自律能力實驗組學習者，其閱讀學習專注力與學習成效均優於低自律能力學習者。並且採用「具注意力為基礎之自律學習機制」支援線上英文閱讀標註學習的實驗組學習者的專注力與閱讀學習成效具有顯著正相關性，並且注意力可一定程度有效預測學習成效。

關鍵字

注意力 ； 自律學習 ； 數位閱讀 ； 閱讀學習成效

並列摘要

Thanks to quickly development of technology, Internet learning has become a new developing trend that can create a learning place without the limit of time and space through Internet learning. Learners can do it all the time according to their plans. Learners need to do it automatically based on Internet learning space to study digital reading. So learners’ autonomic learning becomes the main factor that affects digital reading’s result. And “attention” is the main factor that influences learning performance in the process of reading. Therefore, how to make students concentrate on the class when studying is the challenge that digital learners need to face. This research aims to assist digital reading to margin learning design developing a self-regulated learning system based on attention. It can provide reading learners a self-control system to learn and raise learners’ attentions when reading and then heighten the reading performance. This research subjects are 126 seventh-grade students of four classes from in a junior high school in New Taipei City. The subjects are randomly divided into the experimental group and control group. The experimental group takes “self-regulated learning system on the basis of having attention” to support on-line reading margin. The control group don’t take “self-regulated learning system on the basis of having attention” to support on-line reading margin. The result show that taking “self-regulated learning system on the basis of having attention” can effectively heighten on-line English reading margin learners’ learning concentration and learning performance. Also, this research find that “self-regulated learning system on the basis of having attention” are better for female learners than male learners in heightening on-line English reading margin learners’ learning concentration and learning performance. Besides, taking “self-regulated learning system on the basis of having attention” to support on-line English reading margin’s reading concentration and learning performance of high self-regulated ability experimental learners are better than low self-regulated ability learners. Also, taking “self-regulated learning system on the basis of having attention” to support on-line English reading margin’s concentration and reading performance of experimental learners are significant correlation, and the concentration can effectively predict learning performance.

並列關鍵字

Attention ； Self-regulated Learning ； Digital Reading ； Learning Performance

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