紙本童書與觸控式電子童書對兒童的閱讀成效與態度之影響

A comparitive study on the reading effect and attitude of children's learning through the use of touchscreen E-books vs. paperbooks.

丁千珊(Chien-Shan Ting)

指導教授 ： 伊彬

國立臺灣師範大學/藝術學院/設計研究所在職進修碩士班/碩士(2011年)

摘要

培養兒童閱讀的習慣，有助兒童大腦視知覺、語言和想像力的發展，提升未來國家之競爭力。兒童閱讀能力提升之關鍵在於閱讀的方法。拜科技所賜，兒童圖畫書從傳統的書本形式，走向多媒體互動的電子書，更運用觸控螢幕技術於電子閱讀媒介上，提供兒童閱讀方式的另一選擇。為了探討兒童使用傳統紙本童書與觸控式電子童書，觸控媒介之不同，對閱讀成效之影響，以及現況兒童的閱讀經驗，和使用觸控式電子童書的意願與喜好進行調查，本研究實驗設計是以台北市某國小一、三年級男女學童為研究樣本，分成兩階段進行。第一階段一年級（男46人、女42人，共88人）與三年級（男46人、女46人，共92人）為研究樣本。由第一階段閱讀經驗調查結果，篩選參與者進入第二階段實驗。第二階段閱讀成效與態度實驗，閱讀成效有一年級（男46人、女39人，共85人）與三年級（男37人、女35人，共72人）為研究樣本，閱讀態度有一年級（男40人、女37人，共77人）與三年級（男35人、女33人，共68人）為研究樣本；採用國內現有資源，兩故事版本的紙本童書與iPad電子童書為實驗刺激物，參與者自行閱（聽）讀操作；本實驗設計依年級、性別、觸控程度，分成（無觸控與簡單觸控組、無觸控與複雜觸控組）兩群組之2x2x2三因子獨立樣本實驗。藉由實證之方式，了解媒介觸控程度的不同是否影響不同年級與性別之參與者的閱讀成效。此外，調查現況閱讀習慣，以及媒介使用是否符合不同年級與性別之參與者之需求與喜好。本研究分成「無觸控與簡單觸控組」、「無觸控與複雜觸控組」兩組獨立樣本實驗之「閱讀成效」實驗結果為：1.兩組閱讀成效「總分」皆為三年級優於一年級；2.「無觸控與簡單觸控組」的「總分」，年級與觸控媒介之間有顯著交互作用，其中三年級的「無觸控」與「簡單觸控」優於一年級、一年級的「簡單觸控」優於「無觸控」有顯著差異；3. 「無觸控與簡單觸控組」的「字面理解」，年級與觸控媒介之間有顯著交互作用，其中三年級的「無觸控」優於一年級、三年級的「無觸控」優於「簡單觸控」有顯著差異；4.「無觸控與簡單觸控組」的「圖像記憶」，年級與觸控媒介之間有顯著的交互作用，其中三年級的「無觸控」優於一年級，又一年級的「簡單觸控」優於「無觸控」有顯著的差異；5.「無觸控與複雜觸控組」的「字面理解」，其中三年級的「複雜觸控」優於一年級、一年級的「無觸控」優於「複雜觸控」有顯著差異；另外，參與者的「閱讀經驗調查」發現：一週閱讀量以1~4本為多數，三年級雖閱讀圖畫書書量比一年級高，但去圖書館次數減少；一年級男生較女生少有大人陪伴閱（聽）讀，三年級大多獨自看書；家中擁有電腦和手機高達96%，電子使用經驗三年級優於一年級，而且女生優於男生。至於參與者的「閱讀態度」百分比結果：一年級傾向有聲導讀，三年級傾向默念和選擇性的閱（聽）讀與重點擷取；男生對紙本書與觸控式電子童書兩種媒介的可視性、易讀性、與可用性較女生有絕對的偏好百分比，部分百分比的女生覺得兩種媒介的差異不大，閱聽的速度與音調大致合乎使用者的需求，而整體使用觸控式電子童書的意願優於紙本童書。最後給予觸控式電子童書使用與設計建議，冀望觸控式電子童書的設計能更深入兒童閱讀的需求，成為兒童樂於使用且便捷的閱讀媒介選擇之一，大人與小孩一起分享的互動橋樑。

關鍵字

E-book ； 閱讀 ； 電子童書 ； 多點觸控 ； 介面設計

並列摘要

Cultivate children’s reading habit helps the developments of the visual perception of the brain, the language ability and the imagination, which would in turn increase a country’s competitiveness. The key to improving children’s reading ability lies on the reading method. Thanks to technology, children’s picture books have moved from traditional paper books to multimedia interactive e-books. Moreover, the application of touchscreen technology in e-reading media provides another reading option to children. The objectives of the research are to discuss the impact of different touch media, traditional paper books and touchscreen e-books, on children’s reading efficiency, find out children’s current reading experiences and investigate the intention and preference of children who use touchscreen e-books. In terms of the experiment design, male and female first graders and third graders from an elementary school in Taipei City were used as the research sample. The experiment was carried out in two phases. For the first phase, first graders (46 male and 42 female, a total of 88 students) and third graders (46 male and 46 female, a total of 92 students) were used as the research sample. The subjects were screened into the second phase based on the reading experience investigation results in the first phase. The second phase was divided into Reading efficiency experiment and Reading attitude experiment. For the Reading efficiency experiment, the research sample involved first graders (46 male and 39 female, a total of 85 students) and third graders (37 male and 35 female, a total of 72 students). For the Reading attitude experiment, the research sample involved first graders (40 male and 37 female, a total of 77 students) and third graders (35 male and 33 female, a total of 68 students). The resources that can be obtained in Taiwan, paper books and iPad e-books of two stories, were used as the experiment stimuli. The subjects read (listened to) the stories on their own. Based on the grade, gender and touch level, the research was divided into the 2x2x2 three-way independent sample experiments between two groups (None touch media and Simple touch media group vs. None touch media and Complicated touch media group). By means of experimental demonstration, whether different touch level would impact the reading efficiency of different grade and gender subjects was explored. In addition, the current reading habits of the subjects were investigated and whether the use of the media met the needs and preferences of different grade and gender subjects were also understood. The research was divided into the independent sample experiments for “None touch media and Simple touch media group” and “None touch media and Complicated touch media group.” The results of the “Reading efficiency experiment” were: 1. For the “total score” of reading efficiency for the two groups, third graders were higher than first graders. 2. For the “total score” of the “None touch media and Simple touch media group,” grade and touch media were significantly correlated for which the scores of the third graders in “None touch media” and “Simple touch media” were better than the first graders and the first graders in “Simple touch media” were significantly better than first graders in “Non touch media.” 3. For the “literal comprehension” of the “None touch media and Simple touch media group,” grade and touch media were significantly correlated for which the comprehension ability of the third graders in “None touch media” were better than the first graders and the third graders in “None touch media” were significantly better than the third graders in “Simple touch media.” 4. For the “image memory” of the “None touch media and Simple touch media group,” grade and touch media were significantly correlated for which the third graders in “None touch media” had better memories than the first graders and the first graders in “Simple touch media” had significantly better memories than the first graders in “None touch media.” 5. For “literal comprehension” of the “None touch media and Complicated touch media group,” the comprehension ability of the third graders in “Complicated touch media” were better than the first graders and the first graders in “None touch media” were significantly better than the first graders in “Complicated touch media.” Furthermore, from the “Reading experience investigation,” it was found: Most of the subjects read one to four books per week. Although third graders read more illustration books than first graders, they did not go to the library as often. Fewer male first graders than female first graders had adult’s accompany when reading (listening to) the books. Third graders mostly read by themselves. As much as 96% of the subjects had computers and mobile phones at home. For the experience on the electronic devices, third graders had more experiences than first graders and female outran male. The results of the “Reading attitude percentage” were: First graders tended to like audio reading whereas third graders tended to like reading in silence and selective reading (listening to) and point picking. Male subjects had absolute preference percentage in terms of the visibility, readability and usability of paper books and touchscreen e-books when comparing with female subjects. A few percentage of the female subjects believed the difference between these two media were minor. The speed and tone of audio reading mostly met the subjects’ needs. The intention of the subjects to use touchscreen e-books was higher than paper books. Finally, suggestions were proposed for people who use and design children’s touchscreen e-books. It is hoped that the design of children’s touchscreen e-books can meet children’s reading needs more, and the touchscreen e-books can become one of the reading media that is convenient and loved by children and an interactive medium shared by adults and children.

並列關鍵字

E-book ； Reading ； Children's e-book ； Multi touch ； Interface design

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