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    Title: 閱讀理解成效形成性評量預測暨回饋機制之合作閱讀標註系統對於學習成效之影響研究
    A Study of the Effects of Collaborative Reading Annotation System with Formative Assessment and Feedback Mechanisms on Promoting Learning Performance
    Authors: 洪維均
    Horng, Wei Jiun
    Contributors: 陳志銘
    Chen, Chih Ming
    洪維均
    Horng, Wei Jiun
    Keywords: 合作閱讀標註
    社會網路分析
    閱讀理解成效
    資料探勘
    cooperative reading annotation
    Social Network Analysis
    reading comprehension effectiveness
    data mining
    Date: 2015
    Issue Date: 2015-07-27 11:26:49 (UTC+8)
    Abstract: 近幾年隨著科技的發展,數位閱讀開始逐漸受到重視,許多數位閱讀模式與輔助閱讀工具被發展出來。其中合作閱讀標註系統可以讓學習者於數位文本上進行合作閱讀標註,也可以針對閱讀標註內容進行互動討論,進行合作閱讀,以提升閱讀理解成效與閱讀動機。然而,目前在合作閱讀標註系統輔助閱讀學習上仍缺乏有效的形成性評量與回饋機制,可以幫助學習者進行自主學習與反思。因此,本研究基於社會網路分析與學習者個人特徵,於合作閱讀標註系統上利用決策樹(decision tree)發展一「基於社會網路互動特徵之閱讀理解成效形成性評量預測暨回饋機制」,可以預測出閱讀理解成效過低之學習者,並將閱讀理解成效過低之學習者名單提供給教師,讓教師做進一步的處理,以提升學習者的閱讀理解成效,並且設計系統可自動提供回饋給閱讀理解成效過低的學習者,將適當的高閱讀理解成效名單推薦給閱讀理解成效過低的學習者,供閱讀理解成效過低的學習者與推薦名單中的學習者互動,以提升學習者的閱讀理解成效。據此,本研究探討採用有無「閱讀理解成效形成性評量預測暨回饋機制」之合作閱讀標註系統輔助進行閱讀學習的學習者,閱讀理解成效、團體凝聚力、標註行為以及互動討論層次上是否具有顯著差異。
    本研究實驗對象以桃園市龜山區南美國小五年級兩個班級學生,合計55人,本研究將其中一班隨機分派為採用具「基於社會網路互動特徵之閱讀理解成效形成性評量預測暨回饋機制」之合作閱讀標註系統輔以閱讀學習的實驗組,以及採用不具「基於社會網路互動特徵之閱讀理解成效形成性評量預測暨回饋機制」之合作閱讀標註系統輔以閱讀學習的控制組。研究結果發現:1.「基於社會網路互動特徵之閱讀理解成效形成性評量預測暨回饋機制」能一定程度有效預測學習者之閱讀理解成效;2.實驗組學習者閱讀理解成效顯著優於控制組學習者;3.實驗組男性與場地獨立型學習者在互動討論層次中的「P3比較、討論與分析」的發言顯著多於控制組男性與場地獨立型學習者;4.實驗組女性學習者在互動討論層次中的「P2提供解決方案或資訊」的發言顯著少於控制組女性學習者;5.實驗組男性學習者在「我知道」、「新知識」以及「舉例補充」三種標註行為顯著多於女性學習者;6.實驗組男性學習者在「P2提供解決方案或資訊」與「P5其他」兩種互動討論層次的發言均顯著多於女性學習者;7.男性學習者在「P5其他」兩種互動討論層次的發言顯著多於女性學習者;8.實驗組場地獨立型學習者在「新知識」標註行為上顯著多於場地依賴型的學習者。
    最後,根據研究結果,本研究提出相關教學實施建議、閱讀理解成效形成性評量預測模型修正以及其他相關未來研究方向,供後續研究者進行研究時之參考。
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    圖書資訊與檔案學研究所
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