English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 109953/140892 (78%)
Visitors : 46230095      Online Users : 1179
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/140.119/66688

    Title: Enhancing Digital Reading Performance with a Collaborative Reading Annotation System
    Authors: 陳志銘
    Chen, Chih-Ming;Chen, Fang-Ya
    Contributors: 圖檔所
    Keywords: Cooperative/collaborative learning;Human–computer interface;Interactive learning environments;Teaching/learning strategies
    Date: 2014.08
    Issue Date: 2014-06-13 11:59:52 (UTC+8)
    Abstract: As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. This study used a quasi-experimental design. Fifty-three Grade 5 students were recruited from two classes of an elementary school in Taoyuan County, Taiwan. One class was randomly designated the experimental group used the proposed CRAS-RAIDS support for collaborative reading. The other class was designated the control group and used the traditional paper-based reading annotation method and face-to-face discussions. The two groups were then compared in terms of reading attitude, reading comprehension, and use of reading strategy in an active reading context. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction.
    Relation: Computers & Education, 77, 67-81
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1016/j.compedu.2014.04.010
    DOI: 10.1016/j.compedu.2014.04.010
    Appears in Collections:[圖書資訊與檔案學研究所] 期刊論文

    Files in This Item:

    File Description SizeFormat
    6781.pdf1986KbAdobe PDF21502View/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
    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.

    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