English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 109950/140901 (78%)
Visitors : 46023542      Online Users : 803
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/54791


    Title: 行動閱讀之資訊呈現方式對於學習者專注力、閱讀理解與認知負荷之影響研究
    Assessing the effects of different text presentation types on attention, reading comprehension and cognitive load for mobile E-reading
    Authors: 林育如
    Contributors: 陳志銘
    林育如
    Keywords: 行動閱讀
    行動學習
    資訊呈現方式
    Date: 2011
    Issue Date: 2012-10-30 11:45:23 (UTC+8)
    Abstract: 隨著人們閱讀習慣轉變與各種行動閱讀器的普及,行動閱讀與行動學習已經成為近年來普遍重視的研究議題。儘管電子書和行動閱讀載具受到大眾的歡迎,但是許多研究仍指出行動閱讀和電子書存在一些需要克服的問題,其中包括行動載具所配備的螢幕尺寸偏小,導致傳輸資訊量因而受限的難題。因此在螢幕資訊呈現上,必須考量應用一些合適的資訊呈現方式,才能夠讓學習者更有效率閱讀學習內容。在過去已經有許多研究進行各種關於靜態與動態資訊呈現方式的探討,然而至今卻仍未有研究將兩種資訊呈現方式特色進行結合,發展出兼具靜態與動態資訊兩者的資訊呈現方式。
    本研究以過去研究文獻作為基礎,歸納出靜態資訊呈現方式和動態資訊呈現方式與閱讀理解學習成效有關聯的特徵,並且加以改良後進行結合,發展出兼具靜態與動態特色的資訊呈現方式。為了比較上述三種資訊呈現方式對於行動閱讀學習的影響,本研究規劃一行動閱讀學習實驗,以國立政治大學圖書資訊與檔案學研究所碩士班學生作為實驗對象,並使用 Neurosky 腦波偵測儀器與閱讀測驗和認知負荷量表作為收集數據的工具,探討在三種不同閱讀情境下,分別利用靜態、動態與靜加動態三種資訊呈現方式進行行動閱讀學習時,對於學習者閱讀專注力、閱讀理解成效與認知負荷的影響。
    研究結果發現,學習者在進行行動閱讀學習時,閱讀情境與資訊呈現方式均為影響學習者閱讀專注力和閱讀理解成效的因素,其中坐姿狀態最能讓學習者專心進行閱讀學習,而靜加動態資訊呈現方式則使得學習者最無法專心於閱讀學習。另外,資訊呈現方式是影響學習者認知負荷的主要因素,其中靜加動態資訊呈現方式會給予學習者過高的認知負荷。
    綜合本研究結果,三種閱讀情境搭配三種資訊呈現方式對於閱讀專注力、閱讀理解與認知負荷的影響各有優劣勢,因此可以因應學習者不同的閱讀情境或不同目的,挑選使用最為適合的資訊呈現方式。未來研究也能基於本研究結果,進行相關應用或進行更為深入的研究。
    Reference: NeuroSky, Inc.(2011)。NeuroSky - 人人可用的腦電波感測器。上網日期:2011 年 12 月 4 日,檢自:http://www.neurosky.com/zh-Hant/
    PISA in Taiwan (PISA 國家研究中心)(2011)。上網日期:2011 年 8 月 17 日,檢自:http://pisa.nutn.edu.tw/pisa_tw.htm
    朱敬先(1986)。學習心理學(初版)。台北市:千華出版公司。
    江璇娥(2007)。電子閱讀與紙本閱讀交互使用——淺析當前讀者最佳閱讀方式之取向 - 中國期刊全文數據庫。福建圖書館理論與實踐,(1)。
    李美幸(2010)。閱讀新選擇─電子書, eBooks and eReaders – a Short Overview。清華大學圖書館館訊,(60),18–20。
    吳素華(2010)。台灣民眾主要電子書閱讀裝置是 PC,有 3%的使用者只看電子書。上網日期:2011 年 3 月 27 日,檢自:http://www.find.org.tw/find/home.aspx?page=many&id=272
    周暐達(2008)。数位閱讀及其版權管理之探討。研考雙月刊,32(3),44-52。
    張期富(2008)。利用跨顱磁刺激探討主動式注意力攫取的神經機制。未出版之碩士論文,桃園縣:中央大學。
    張新仁(2003)。學習與教學新趨勢(初版)。一般教育。臺北市:心理。
    張韶芹(2012)。話頭禪與默照禪腦波實驗報告。台北:大寶科技有限公司。
    陳烜之(2007)。認知心理學。五南圖書出版股份有限公司。
    陶振超(2011)。媒介訊息如何獲得注意力: 突出或相關?認知取徑媒體研究之觀點。新聞學研究,(107),245-290。
    游婉雲、陶振超(2009)。〈從視覺顯著與習慣化探討陳列式廣告注意力效果〉,「2009 年中華傳播學會年會學術研討會」論文。台灣,新竹。
    楊熾能(2006)。小螢幕文本呈現方式與視窗尺寸對閱讀速率、理解率、閱讀效率、滿意度之效應研究。未出版之碩士論文,台北縣:輔仁大學。
    蔡秀娟、何慧儀(2009)。電腦圖書數位化可行性研究。中華印刷科技年報,(2009),348–360。
    鄭昭明(1993)。認知心理學: 理論與實踐。桂冠圖書公司。
    儲衡清、周曉林(2004)。注意捕获与自上而下的加工过程。心理科学进展,12(5),680–687。
    簡佑宏(2007)。小螢幕之動態中文文本閱讀。未出版之博士論文,台北市:國立臺灣科技大學。
    顏利芳(2012)。2012 台灣數位閱讀行為調查研究問卷結果報告。台北市:台灣數位出版聯盟。

    Ainsworth, S., & VanLabeke, N. (2004). Multiple forms of dynamic representation. Learning and Instruction, 14(3), 241–255.
    Ally, M. (2005). Using learning theories to design instruction for mobile learning devices. Mobile learning anytime everywhere: A book of papers from MLEARN 2004, 5-7.
    Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. The psychology of learning and motivation: Advances in research and theory, 2, 89–195.
    Baker, J. R. (2003). The impact of paging vs. scrolling on reading online text passages. Usability News, 5(1). Retrieved from http://www.surl.org/usabilitynews/51/paging_scrolling.asp
    Broadbent, D. E. (1958). Perception and communication. Oxford University Press.
    Bloom, B. S. (1984). Taxonomy of Educational Objectives Book 1: Cognitive Domain (2nd ed.). Addison Wesley Publishing Company.
    Chandler, P., Cooper, G., Pollock, E., & Tindall-Ford, S. (1998). Applying cognitive psychology principles to education and training. AARE98 Annual Conference.
    Chang, C. Y., Sheu, J. P., & Chan, T. W. (2003). Concept and design of Ad Hoc and Mobile classrooms. Journal of Computer Assisted Learning, 19(3), 336–346.
    Chen. (1986). Effects of reading span and textual coherence on rapid-sequential reading. Memory & cognition, 14(3), 202–208.
    Chen, L. Q., Xie, X., Fan, X., Ma, W. Y., Zhang, H. J., & Zhou, H. Q. (2003). A visual attention model for adapting images on small displays. Multimedia systems, 9(4), 353–364.
    Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347–359.
    Chien, Y.-H., Chen, C.-H., & Wei, W.-L. (2008). Effects of dynamic display, presentation method, speed, and task type on reading comprehension of wristwatch screens. Displays, 29(5), 471–477.
    Chien-Cheng Yen. (2011). A study of user’s reading preference on vertically displayed dynamic Chinese information (pp. 931–934). Presented at the 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC), IEEE.
    Cobb, J. A., & Hops, H. (1973). Effects of academic survival skill training on low achieving first graders. The Journal of Educational Research, 108–113.
    Cui, Y., & Roto, V. (2008). How people use the web on mobile devices. Proceeding of the 17th international conference on World Wide Web (pp. 905–914). New York, NY, USA: ACM. Retrieved from http://doi.acm.org/10.1145/1367497.1367619
    Dillon, A., Richardson, J., & McKnight, C. (1990). The effect of display size and text splitting on reading lengthy text from screen. Behaviour and Information Technology, 9(3), 215–227.
    Doolittle, P., & Mariano, G. (2008). Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile. Journal of Educational Multimedia and Hypermedia, 17(4), 511–530.
    Dyson, M. C., & Kipping, G. J. (1998). The Effects of Line Length and Method of Movement on Patterns of Reading from Screen. Visible Language, 32(2), 150–81.
    Fahriddin, M., Song, M. G., Kim, J. Y., & Na, S. Y. (2011). Human Activity Recognition Using New Multi-Sensor Module in Mobile Environment. Retrieved November 28, 2011, from http://ki-it.or.kr/paper/paper_09_05/9%EA%B6%8C5%ED%98%B8/Human%20Activity%20Recognition%20Using%20New%20Multi-Sensor%20Module%20in%20Mobile%20Environment.pdf
    Feinberg, S., & Murphy, M. (2000). Applying cognitive load theory to the design of Web-based instruction (pp. 353–360). Presented at the Professional Communication Conference, 2000. Proceedings of 2000 Joint IEEE International and 18th Annual Conference on Computer Documentation (IPCC/SIGDOC 2000), IEEE.
    Findlater, L., & McGrenere, J. (2008). Impact of screen size on performance, awareness, and user satisfaction with adaptive graphical user interfaces (p. 1247). ACM Press. Retrieved from http://dl.acm.org/citation.cfm?id=1357249
    Ford, N., & Chen, S. Y. (2000). Individual differences, hypermedia navigation, and learning: an empirical study. Journal of Educational Multimedia and Hypermedia, 9(4), 281–312.
    Granaas, M. M, McKay, T. D., Laham, D. R., Hurt, L. D., & Juola, J. F. (1984). Reading moving text on a CRT screen. Human Factors: The Journal of the Human Factors and Ergonomics Society, 26(1), 97–104.
    Granaas, Michael M., McKay, T. D., Laham, R. D., Hurt, L. D., & Juola, J. F. (1984). Reading Moving Text on a CRT Screen. Human Factors: The Journal of the Human Factors and Ergonomics Society, 26(1), 97 –104.
    Grellet, F. (1981). Developing Reading Skills: A Practical Guide to Reading Comprehensión Exercises. UK:Cambridge University Press.
    Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031.
    James, W. (1950). The Principles of Psychology, Vol. 1. NY:Dover Publications.
    Jones, M., Marsden, G., Mohd-Nasir, N., Boone, K., & Buchanan, G. (1999). Improving Web interaction on small displays. Computer Networks, 31(11-16), 1129–1137.
    Juola, J. F. (1988). The use of computer displays to improve reading comprehension. Applied Cognitive Psychology, 2(1), 87–95.
    Juola, J. F., Tiritoglu, A., & Pleunis, J. (1995). Reading text presented on a small display. Applied Ergonomics, 26(3), 227–229.
    Kambourakis, G., Kontoni, D. P. N., & Sapounas, I. (2004). Introducing attribute certificates to secure distributed E-learning or M-learning services. IASTED International Conference (pp. 436–440).
    Kang, T. J., & Muter, P. (1989). Reading dynamically displayed text. Behavior & Information Technology, 8(1), 33–42.
    Kropman, M., Schoch, H. P., & Teoh, H. Y. (2004). An experience in e-learning: Using an electronic textbook. Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 512–515).
    Lemken, B. (1999). Ebook: the missing link between paper and screen. Proceedings of Conference on Human Factors in Computing Systems (CHI 99 Workshop on Designing Electronic Books). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.46.5481&rep=rep1&type=pdf
    Lin, Y.-C., & Shieh, K.-K. (2006). Reading a dynamic presentation of Chinese text on a single-line display. Displays, 27(4-5), 145–152.
    Lyon, G., & Krasnegor, N. A. (1996). Attention, memory, and executive function. Baltimore: Brookes.
    Mangen, A. (2008). Hypertext fiction reading: haptics and immersion. Journal of Research in Reading, 31(4), 404–419.
    Maniar, N., Bennett, E., Hand, S., & Allan, G. (2008). The Effect of Mobile Phone Screen Size on Video Based Learning. Journal of Software, 3. Retrieved from http://www.ojs.academypublisher.com/index.php/jsw/article/viewArticle/03045161
    Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326.
    Nasser, R., & Carifio, J. (1993). The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem. (p. 25). Paper presented at the North England Educational Research Organization, Portsmouth, NH.
    Nelson, M. R. (2008). E-Books in Higher Education: Nearing the End of the Era of Hype? EDUCAUSE Review, 43(2), 40–42,.
    Paas, F. G. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429–434.
    Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1–4.
    Paas, Fred, Ayres, P., & Pachman, M. (2008). Assessment of cognitive load in multimedia learning: Theory, methods and applications. Recent Innovations in Educational Technology That Facilitate Student Learning, Current perspectives on cognition, learning, and instruction. (pp. 15–16). Information Age Publishing.
    Parsons, D., & Ryu, H. (2006). A framework for assessing the quality of mobile learning. Proceedings of the 11th International Conference for Process Improvement, Research and Education (INSPIRE), Southampton Solent University, UK (Vol. 13).
    Pashler, H. (1988). Cross-dimensional interaction and texture segregation. Attention, Perception, & Psychophysics, 43(4), 307–318.
    Pepitone, J. (2011, April 15). E-book sales top paperbacks for first time in February. CNNMoney. Retrieved January 18, 2012, from http://money.cnn.com/2011/04/15/technology/ebooks_beat_paperbacks/index.htm
    Piolat, A., Roussey, J. Y., & Thunin, O. (1997a). Effect of screen presentation on text reading and revising. International Journal of Human-Computer Studies. International Journal of Human-Computer Studies, 47, 565–589.
    Piolat, A., Roussey, J. Y., & Thunin, O. (1997b). Effects of screen presentation on text reading and revising. International Journal of Human-Computer Studies, 47(4), 565–589.
    Qiao, L., Feng, L., & Zhou, L. (2008). Information presentation on mobile devices: techniques and practices. Progress in WWW Research and Development, 395–406.
    Quinn, C. (2000). mLearning: mobile, wireless, in-your-pocket learning. Line Zine Magazine, 2006. Retrieved from http://www.linezine.com/2.1/features/cqmmwiyp.htm
    Rahman, T., & Muter, P. (1999). Designing an interface to optimize reading with small display windows. Human Factors: The Journal of the Human Factors and Ergonomics Society, 41(1), 106.
    Richardson, J., Dillon, A., & McKnight, C. (1989). The Effect of display size on reading and manipulating electronic text. Contemporary Ergonomics (pp. 474–479). London: Taylor and Francis.
    Rogers, W. A. (2000). Attention and aging. Cognitive aging: A primer. (pp. 57–73). New York, NY, US: Psychology Press.
    Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145–168.
    Sanchez, C.A., & Goolsbee, J. Z. (2010). Character size and reading to remember from small displays. Computers & Education, 55(3), 1056–1062.
    Sanchez, Christopher A., & Branaghan, R. J. (2011). Turning to learn: Screen orientation and reasoning with small devices. Computers in Human Behavior, 27(2), 793–797.
    Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3-4), 177–193.
    Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn 2005, 1(1), 1–9.
    Shuyi, L. (2011). Reading Chinese horizontal/vertical leading display on a liquid-colour display television. Displays, 32(3), 106–112.
    So, J. C. Y., & Chan, A. H. S. (2008). Design Factors on Dynamic Text Display. Engineering Letters, 16(3). doi:10.1.1.165.4544
    Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251–296.
    Theeuwes, J. (1992). Perceptual selectivity for color and form. Attention, Perception, & Psychophysics, 51(6), 599–606.
    Theeuwes, J. (1994). Bottom-up capture and attentional set: Selective search for colour and visual abrupt onsets. Journal of Experimental Psychology: Human Perception and Performance, 20, 799–806.
    Traxler, J. (2005). Defining mobile learning. Proceedings of IADIS International Conference on Mobile Learning 2005, Malta, 261-266.
    Winters, N. (2007). What is mobile learning? Big issues in mobile learning (pp. 7–12). Presented at the Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative, Nottingham: University of Nottingham.
    Wolfe, J. M. (1998). Visual search. Attention, 1, 13–73.
    Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945–948.
    Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in video-based models. Educational Psychology Review, 19(3), 327–342.
    Wu, H., Lee, C., & Lin, C. (2007). Ergonomic evaluation of three popular Chinese e-book displays for prolonged reading. International Journal of Industrial Ergonomics, 37(9-10), 761–770.
    Yantis, S. (1993). Stimulus-driven attentional capture. Current Directions in Psychological Science, 2(5), 156–161.
    Yantis, S. (1996). Attentional capture in vision. Converging operations in the study of visual selective attention (Vol. 2, pp. 45–76). Washington, DC: APA.
    Yantis, Steven, & Egeth, H. E. (1999). On the distinction between visual salience and stimulus-driven attentional capture. Journal of Experimental Psychology: Human Perception and Performance, 25(3), 661–676.
    Description: 碩士
    國立政治大學
    圖書資訊與檔案學研究所
    99155003
    100
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0099155003
    Data Type: thesis
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

    Files in This Item:

    File SizeFormat
    index.html0KbHTML2595View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback