運用電子書科技支援個人化學習：專為國小學童設計之互動電子書學習系統之研發

梁宗賀

doi:10.6844/NCKU.2013.00019

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運用電子書科技支援個人化學習：專為國小學童設計之互動電子書學習系統之研發

Empowering personalized learning with e-book technology: The development of the Interactive E-book Learning System (IELS) for elementary school students

梁宗賀 , Ph.D　　Advisor：黃悅民　　

英文 DOI： 10.6844/NCKU.2013.00019

個人化學習；電子書；可用性；機能；性別差異；國小； personalized learning ； e-book ； usability ； functionality ； gender differences ； elementary school

Abstract │ Reference (96) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

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Today various types of tablet computers are used. These individual portable digital devices can be used as e-book readers to support mobile personalized learning. Though many studies have investigated e-books by targeting undergraduate students, yet less attention has been paid to children. Therefore, the Interactive E-book Learning System (IELS) was developed and evaluated for elementary school students in this study. In the analysis stage, this study integrated the interactive principles of multimedia learning with three e-book learning system components, as empowering students’ personalized learning experiences with e-books. Meanwhile, in order to meet student’s learning needs, a group of in-service teachers was consulted for acquiring their domain expertise in the stage of design and implementation. In the evaluation stage, three investigations were conducted for evaluating the usability and functionality of IELS in practice, meanwhile the gender differences were also considered as the factors in reading of e-books. The first investigation was conducted with 166 elementary school students for evaluating the usability of IELS. Based on their positive attitudes toward the system, it was found that the usability of IELS was well-suited for most of the students. The second investigation was to evaluate the functionality of IELS by verifying the reading accuracy and rate in using e-books and printed books. The results showed that using an e-book or printed book made no significant difference to the students’ reading accuracy. However, the reading rate tracking technique of IELS can provide more detailed logs about the reading process, as comparing with using printed books. Subsequently, the third investigation was to identify the gender differences in reading behaviors and outcomes, and meanwhile verify the functionality of IELS. Based on the results of this work, the gender differences are suggested to factor in children’s reading of e-books. Finally, this study concludes that such a tailor-made e-book learning system can be used in learning with e-books in the future, and is able to achieve a better personalized learning experience for elementary school students.

Reference ( 96 ) 〈TOP〉

Berg, S. A., Hoffmann, K., & Dawson, D. (2010). Not on the same page: Undergraduates' information retrieval in electronic and print books. The Journal of Academic Librarianship, 36(6), 518-525.
連結：
Bierman, J., Ortega, L., & Rupp-Serrano, K. (2010). E-book usage in pure and applied sciences. Science & Technology Libraries, 29(1), 69-91.
連結：
Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294-304.
連結：
Burman, D. D., Bitan, T., & Booth, J. R. (2008). Sex differences in neural processing of language among children. Neuropsychologia, 46(5), 1349-1362.
連結：
Carver, R. P. (1977). Toward a theory of reading comprehension and rauding. Reading Research Quarterly, 13(1), 8-63.
連結：

Times Cited (2) 〈TOP〉

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