在智慧型手機與網路普及的數位時代,發展出一種網路閱讀的學習方式,現今年輕人網路閱讀的機會可能比閱讀紙本多。在數位科技發展與閱讀表現同時倍受重視的今日,本研究對大學生的網路閱讀能力深切關心,期望了解網路世界是否能為大學生帶來更好的學習效果。本研究主要探討藉由提升網路素養,是否可以促進大學生的網路閱讀動機;藉由提升網路素養,是否可以促進大學生的網路閱讀行為。 本研究採問卷調查法,設計問卷評量,用以評估受訪者的網路閱讀行為、網路閱讀動機與網路素養。透過網路隨機發放問卷,邀請有從事網路閱讀經驗的大學生填寫問卷,回收117份有效問卷。將有效問卷數據透過SPSS統計工具,進行皮爾森相關分析及迴歸分析來探討各構面的相互影響關係。 研究結果發現:(1)現在大部份的大學生,網路閱讀的機會比閱讀紙本來得多。(2)網路素養與網路閱讀動機,具有顯著的正向相關性。(3)大學生的網路素養,對於網路閱讀動機具有顯著的正向預測力。當大學生的網路素養越高時,其網路閱讀動機也就越高。(4)大學生的網路素養,對於網路閱讀行為具有顯著的正向預測力。當大學生的網路素養越高時,其網路閱讀行為的程度也就越高。(5)大學生的網路閱讀動機,對於網路閱讀行為具有顯著的正向影響力。當大學生的網路閱讀動機越高時,其網路閱讀行為的程度也就越高。(6)現在大部份的大學生,可以藉由網路(手機或電腦)來增進閱讀的機會並獲取知識。(7)不同背景資料(人口統計變數)的大學生,其網路閱讀行為與網路閱讀動機有部份差異。
The popularity of smartphone and the Internet in digital era, developed a learning method for Internet Reading, The young people may have more opportunities to read on the Internet than on the Paper were now. The development of digital technology and reading performance were now highly valued. This research was deeply concerned about college students' reading ability on the Internet, and hope to understand whether on the Internet can bring better learning effects for college students. This study mainly discusses the improvement of Internet Literacy, whether it can promote college students' Internet Reading Motivations. And the improvement of Internet Literacy, whether it can promote college students' Internet Reading Behaviors. In this study, a questionnaire survey method was used to design questionnaires to assess respondents' Internet Reading Behaviors, Internet Reading Motivations, and Internet Literacy. The questionnaire was distributing by web online, and 117 valid questionnaires were collected. The data was analyzed by Pearson correlation and regression analysis using SPSS statistical tools to explore the interaction between various aspects. The results of this study found that: (1) Most college students now have more opportunities to read online than to read paper. (2) Internet Literacy and Internet Reading Motivation have a significant positive correlation. (3) College students' Internet Literacy have a significant positive predictive power for Internet Reading Motivation. The higher the Internet Literacy of college students, the higher their Internet Reading Motivation. (4) College students' Internet Literacy have a significant positive predictive power for Internet Reading Behavior. (5) College students' Internet Reading Motivation have a significant positive impact on Internet Reading Behavior. (6) Now most college students can use the Internet (mobile phone or computer) to increase reading opportunities and gain knowledge. (7) College students with different background (demographic variables) have some differences in Internet Reading Behavior and Internet Reading Motivation.