互動多媒體童書之設計、開發與學習成效研究

Design and Implementation of Interactive Multimedia Children's Book and Its Effect on Children's Learning

黃冠鳳(Kuan-Feng Huang)

指導教授 ： 陳士農 ； 顏名宏

亞洲大學/創意設計學院/數位媒體設計學系碩士班/碩士(2012年)

摘要

本研究的目的在評估家長對互動多媒體童書期望之發展，探討兒童對互動多媒體童書的接觸與閱讀現況，將結果做為後續開發測試工具之依據，評估家長所願意購買之童書，以利各界使用，分析互動多媒體童書教學與紙本童書教學對閱讀理解成效的異同，解析互動多媒體童書教學與紙本童書教學對引發學童主動閱讀的異同，互動多媒體童書學習研究，期望達到讓孩童能夠快樂學習，培養學童閱讀的興趣。本研究首先進行現況調查，使用抽樣訪談，目的為了解家長對互動多媒體童書的期望、購買行為與態度，對象為目前育有國小以下學童之家長105名，運用次數以及百分比做分析，接著進行互動多媒體童書開發，在互動多媒體童書開發完成之後，展開系統評估與測試，進行前測實驗，對象為幼稚園大班學童24名，解決設計不恰當或有問題之處，使用實驗法進行測試，分為互動多媒體童書教學組與傳統紙本童書教學組，對象為幼稚園大班學童60名，實驗之後，進行一週的主動閱讀記錄，運用獨立樣本t檢定做分析，最後將資料整合分析討論，並提出結果與建議。
研究成果部分，分為訪談調查結果分析、實驗結果分析與滿意度調查分析，主要實驗成果為：1.互動多媒體童書與紙本童書教學對閱讀之學習成效，其中紙本童書教學組的得分高於互動多媒體童書組，紙本童書教學組的學童，對於故事理解的測驗，顯著高於互動多媒體童書的兒童，所以紙本教學能夠顯著增加兒童故事理解的能力。2.互動多媒體童書與紙本童書教學對引發主動閱讀之成效，其中以互動多媒體童書教學的學童，對於引發閱讀興趣上，顯著高於紙本童書教學的兒童，所以互動多媒體童書教學能夠引發學童閱讀的興趣。最後，依據研究的過程與成果分析，提出未來研究之建議。

關鍵字

互動 ； 多媒體 ； 童書 ； 閱讀 ； 學習

並列摘要

This study assessed the effects of parental expectations on the development of interactive multimedia children’s books and discussed the facts of children’s using and reading of interactive multimedia children’s books. Then the willingness of parents to buy children’s books and to facilitate public use was examined. This study elucidated the similarities and differences in teaching with interactive multimedia children’s books and printed children’s books. Interactive multimedia children’s books allowed children helped children learn happily and increased their interest in reading. Analytical results were used as a basis for subsequent development of interactive multimedia children’s books.
First, interviews were used to identify the expectations parents have for interactive multimedia children’s books, and their purchasing behaviors and attitudes. This study interviewed 105 parents of elementary school children, and then used frequency and percentage to analyze collected data. This study invited 24 kindergarten children to evaluate and test the developed interactive multimedia children’s books. Then 60 kindergarten children were divided into two groups—those taught with interactive multimedia children’s books and those taught with printed children’s books. After the experiment, take the reading week records and the independent-samples t-test was used to analyze. Finally, data were analyzed and discussed.
The primary experimental results are as follows. Interactive multimedia children’s books and printed children’s books have different effects in reading instruction. Children taught with printed children’s books scored higher on the story comprehension test than those taught with interactive multimedia children’s books. Thus, teaching with printed children’s books can significantly increase the story comprehension of children. Besides, interactive multimedia children’s books and printed children’s books caused the different effectiveness in teaching active reading. The interactive multimedia children’s books were more interesting to children than printed children’s books. Therefore, interactive multimedia children’s books can inspire students to read children’s books.

並列關鍵字

interactive ； multimedia ； children's books ； reading ； learning

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