近年來，電腦輔助合作共筆（Computer Supported Collaborative Writing, CSCW）因其具有應用在教學上提升合作學習效益的潛力，因此受到越來越多教育研究者的關注。而透過電腦中介來進行合作學習，時常因為缺乏社會臨場感，而造成學習者無法建構團體意識資訊，進而導致參與率下降，甚至出現搭便車與吸允者現象等。因此，本研究設計「合作共筆視覺化互動網絡分析系統（Collaborative Writing System with Visualization Interaction Network Analysis, CWS-VINA）」輔以合作共筆，希望透過社會網絡圖呈現學習者的貢獻度及互動情形，輔助合作共筆小組成員建構團體意識資訊，進而促進學習者的合作共筆參與行為、降低參與不均現象，進而提升合作共筆學習表現。
本研究採用準實驗研究法，隨機選取台北市某國中二年級 50 位學生作為研究對象，進行即時合作共筆寫作。其中一班 26 名學生被分派為採用 CWS-VINA輔助合作共筆的實驗組，另一班 24 名學生則被分派為採用不具合作共筆分析圖（Collaborative Writing System without Visualization Interaction Network Analysis, CWS-NVINA）的控制組，以探討兩組學習者在學習表現與科技接受度上是否具有顯著差異。此外，也以先備知識、電腦中介溝通 （Computer-Mediated Communication, CMC）能力為背景變項，探討不同背景變項之兩組學習者，在分別採用 CWS-VINA 與 CWS-NVINA 輔助合作共筆的學習表現以及科技接受度是否具有顯著的差異。此外，也透過訪談資料探討兩組學習者的參與行為模式。
研究結果發現，採用 CWS-VINA 輔助合作共筆的整體學習者、高低不同先備知識學習者、高低不同 CMC 能力實驗組學習者的學習表現皆顯著優於採用CWS-NVINA 的控制組。在科技接受度上，整體實驗組學習者與低 CMC 能力實驗組學習者在整體科技接受度與認知有用性顯著優於採用 CWS-NVINA 的控制組學習者，但是在認知易用性上則沒有達到統計上的顯著差異。此外，從訪談資料分析結果來看，採用 CWS-VINA 輔以合作共筆能夠有效幫助學習者建構團體意識資訊，促進組內成員的溝通協調、激勵組內成員增進貢獻度，也會降低參與不均的現象。
最後基於研究結果，本研究提出應用 CWS-VINA 於教學場域之教學建議、系統改善建議，以及未來可以繼續進一步探討的研究方向。整體而言，本研究將電腦輔助合作共筆、社會網絡與資料視覺化等技術進行結合，發展 CWS-VINA團體意識工具，提供一個科技輔助線上合作共筆之創新有效學習工具，對於促進電腦輔助合作共筆具有貢獻。

In recent years, Computer Supported Collaborative Writing (CSCW) has attracted more and more attention from education researchers because of its potential to improve the effectiveness of collaborative learning in teaching. Cooperative learning through computer intermediaries often lacks a sense of social presence, which prevents learners from constructing group awareness, which in turn leads to a decline in participation rates, and even free riders and suckers effects. Therefore, this research designed "Collaborative Writing System with Visualization Interaction Network Analysis (CWS-VINA)" to supplement collaborative writing, hoping to visualization learners' contribution and interaction through social network diagrams. Assist group members to construct group awareness, thereby promoting the learners’ collaborative writing participation behavior, reducing uneven participation, and improving the cooperative writing learning performance.

With a quasi-experimental research method, 50 G8 students from a middle school in Taipei City were randomly selected as the research objects for real-time collaborative writing experiment. Among them, 26 students in one class were assigned to the experimental group using CWS-VINA assisting collaborative writing, and 24 students in the other class were assigned to the control group using "Collaborative Writing System without Visualization Interaction Network Analysis (CWS-NVINA)". In order to explore whether the two groups of learners have significant differences in learning performance, participation behavior and technology acceptance, as well as learners with different prior knowledge and Computer-Mediated Communication (CMC) capabilities as background variables. In addition, the interview data was used to explore the participation behavior patterns of the two groups of learners.

Research results show that overall learners, learners with different levels of prior knowledge and learners with different levels of CMC capabilities in the experimental group using CWS-VINA had significantly better learning performance than the control group using CWS-NVINA. Overall learners and learners with low CMC capabilities in the experimental group are significantly better than control group in terms of overall technology acceptance and perceived usefulness, but not in perceived ease-of-use. In addition, from the analysis results of the interview data, the use of CWS-VINA can effectively help learners construct group awareness, promote communication and coordination among group members, encourage group members to increase their contribution, and reduce uneven participation.

Based on the research results, this research proposes teaching suggestions for applying CWS-VINA in the teaching field, suggestions for system improvement, and future research directions. On the whole, this research combines computer-assisted collaborative writing, social networking, and data visualization to develop CWS-VINA group awareness tools and provide an innovative and effective learning tool for technology-assisted online collaborative writing.

目次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究問題 6
第四節 研究範圍與限制 7
第五節 重要名詞解釋 7
第二章 文獻探討 9
第一節 電腦輔助合作共筆 9
第二節 團體意識理論 12
第三節 社會網絡分析 15
第三章 系統設計 17
第一節 系統設計理念 17
第二節 系統架構介紹 20
第三節 系統功能說明 23
第四節 系統開發環境 28
第四章 研究設計與實施 29
第一節 研究架構 29
第二節 研究方法 33
第三節 研究對象 34
第四節 實驗設計與流程 34
第五節 研究工具 37
第六節 資料處理與分析 41
第七節 研究實施步驟 43
第五章 實驗結果分析 45
第一節 使用CWS-VINA以及CWS-NVINA支援合作共筆的兩組學習者之學習表現、科技接受度差異分析 46
第二節 使用CWS-VINA以及CWS-NVINA支援合作共筆的不同先備知識學習者之學習表現、科技接受度差異分析 50
第三節 使用CWS-VINA以及CWS-NVINA支援合作共筆的不同CMC能力學習者之學習表現、科技接受度差異分析 56
第四節 訪談質性資料分析 62
第五節 綜合討論 68
第六章 結論與建議 74
第一節 結論 74
第二節 應用CWS-VINA進行合作共筆之教學建議 77
第三節 未來研究方向 79
參考文獻 81
附錄一 參與研究同意書 86
附錄二 電腦中介溝通能力量表 87
附錄三 科技接受度量表 93
附錄四 訪談大綱 97

圖目次
圖 2-1團體意識工具形成階段 13
圖 3-1 合作共筆視覺化互動網絡分析系統架構圖 20
圖 3-2合作共筆系統架構圖 22
圖 3-3系統使用者介面 23
圖 3-4整體合作共筆分析圖 24
圖 3-5標示貢獻百分比及修改他人字數 25
圖 3-6 ETHERPAD編輯區塊 26
圖 3-7線上討論區 27
圖 3-8檢視時間軸頁面 27
圖 4-1 研究架構圖 30
圖 4-2 實驗組合作共筆使用者介面 35
圖 4-3 控制組合作共筆使用者介面 35
圖 4-4 實驗流程圖 36
圖 4-5 研究實施步驟圖 44

表目次
表 4-1故事評分標準 38
表 5-1兩組學習者學習表現之敘述統計分析 46
表 5-2兩組學習者學習前之初始先備知識獨立樣本T檢定結果 47
表 5-3兩組學習者學習表現之共變數分析 48
表 5-4兩組學習者科技接受度之獨立樣本T檢定分析 49
表5-5兩組不同先備知識組別學習者人數統計 50
表 5-6兩組不同先備知識學習者之學習表現敘述統計分析 51
表 5-7兩組不同先備知識學習者之科技接受度敘述統計分析 51
表 5-8兩組組間高先備知識學習者之學習表現共變數分析 52
表 5-9兩組組間低先備知識學習者學習表現之共變數分析 53
表 5-10兩組組間高先備知識學習者科技接受度之獨立樣本T檢定結果 54
表 5-11兩組組間低先備知識學習者之獨立樣本T檢定結果 55
表 5-12兩組高低不同CMC能力組別人數統計 56
表 5-13兩組高低不同CMC能力組別學習者之學習表現敘述統計 57
表 5-14兩組高低不同CMC能力組別學習者之科技接受度敘述統計 57
表 5-15兩組組間高CMC能力學習者之學習表現共變數分析 58
表 5-16兩組組間低CMC能力學習者之學習表現共變數分析 59
表 5-17兩組組間高CMC能力學習者科技接受度之獨立樣本T檢定結果 60
表 5-18兩組組間低CMC能力學習者之獨立樣本T檢定結果 61
表 5-19實驗組與控制組之學習表現分析結果歸納 69
表 5-20實驗組與控制組之科技接受度分析結果歸納 71

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