互動式電子書結合問題提示對於國中生閱讀理解成效之研究

本研究目的為探討互動式電子書結合問題提示對於國中生閱讀理解之影響。本研究採準實驗研究法，以不等組前、後測設計進行實驗教學。研究樣本取自臺北市某國中一年級兩個班級共34名學生為研究對象，實驗組使用具有問題提示之互動式電子書（N＝17）；控制組使用一般短文互動式電子書（N＝17），實驗時間為30分鐘。兩組學生均實施學習成效前後測驗及教材使用意見調查，並於實驗後進行焦點組訪談。經由學習成效與教材滿意度之資料以 SPSS 軟體進行單因子共變數分析以及獨立樣本t檢定，並歸納統整焦點組訪談後，研究結果顯示：一、兩組學生之閱讀理解學習成效未達顯著差異。二、實驗組學生對於互動式電子書之滿意度優於控制組，且「知識內容」及「教材互動」面向的滿意度達顯著差異。三、實驗組學生對於互動式電子書的問題提示採正面態度四、「影片」不但可以增進學生對於電子書內容的印象以及閱讀樂趣，也是國中生最喜愛的互動方式。

關鍵字

閱讀理解；問題提示；互動式電子書

並列摘要

The aim of this study is to investigate the effects of interactive eBook with Question Prompts on reading comprehension of junior high school students. This experimental teaching was based on quasi-experimental method and lasted for thirty minutes. The study focused on 34 junior students in a junior high school in Taipei City. The study participants were divided into two groups. Interactive eBook with Question Prompts was used in the experimental group (N＝17), and Interactive eBook with short passages was used in the control group (N＝17). Data collection included the pretest and the posttest of a renewable energy test and the eBook's satisfaction survey. As to the data analysis, the data of the pretest, the posttest and the follow-up test were analyzed by t-test and one-way ANCOVA. According to the data analysis, the results of the study show as the following: 1. Students who used interactive eBook with Question Prompts did not have significant higher scores on achievement tests than those who used interactive eBook with short passages. 2. The eBook’s satisfaction degree of the students in the experimental group was better than that of the control group, and the satisfaction of "knowledge content" and "teaching material interaction" was significantly different. 3. Students in experimental group reflected positive feedbacks. 4. "Videos" was the favorite interaction for students. It can increase students' impressions of e-book content and reading interest