歷年優秀論文獎助 > 2019優秀學位論文得獎名單 >高苡晴
| 研究生 | 高苡晴 |
| 研究生(外文) | Kao, Yi-Ching |
| 論文名稱 | 遊戲化機制之合作閱讀標註系統對於閱讀理解成效之影響研究 |
| 論文名稱(外文) | The effects of collaborative reading annotation with gamification approach on reading comprehension performance |
| 指導教授 | 陳志銘 |
| 指導教授(外文) | Chen, Chih-Ming |
| 口試委員 | 朱蕙君、陳志洪 |
| 口試日期 | 2019-07-17 |
| 學位類別 | 碩士 |
| 校院名稱 | 國立政治大學 |
| 系所名稱 | 圖書資訊學數位碩士在職專班 |
| 論文出版年 | 2019 |
| 畢業學年度 | 107 |
| 語文別 | 中文 |
| 論文頁數 | 155 |
| 中文關鍵詞 | 遊戲化機制、合作閱讀標註、閱讀理解成效、沉浸體驗、閱讀動機 |
| 外文關鍵詞 | gamification mechanism、cooperative reading annotation、reading comprehension effectiveness、immersive experience、reading motivation |
| 中文摘要 | 由於資訊科技的快速發展，數位閱讀已蔚為潮流，過去已有許多研究證實學習者透過線上閱讀標註進行觀點分享與互動討論來澄清文本意涵，可有效促進閱讀理解成效。此外，過去許多研究指出，透過遊戲化機制輔以學習具有提高沉浸度與激勵學習動機，進而提升學習成效之效，然而若未將學習活動目標與遊戲化機制相對應，則會造成學習者過於沉迷遊戲機制而無法達成學習成效的負面影響。因此，本研究基於「合作閱讀標註系統」設計一套遊戲化機制，將閱讀理解能力及其對應指標納入遊戲化機制的設計之中，以探討學習者採用有無遊戲化機制之「合作閱讀標註系統」輔以閱讀學習，對於閱讀理解成效、標註行為、沉浸體驗與閱讀動機的影響差異。此外，也探討不同性別與國語文能力的學習者採用有無遊戲化機制之「合作閱讀標註系統」輔以閱讀，其閱讀理解成效、標註行為、沉浸體驗與閱讀動機是否具有顯著差異。 研究結果發現：(1)採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在閱讀理解成效及其閱讀理解能力指標表現均顯著優於採用不具遊戲化機制的學習者；(2)男性與女性學習者以及高與低國語文能力學習者採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀，在閱讀理解成效及其閱讀理解能力指標表現均顯著優於採用不具遊戲化機制的系統；(3)採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在主題標註總次數、回應標註總次數上均顯著優於採用不具遊戲化機制的學習者；(4)男性與女性學習者以及高與低國語文能力學習者採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀，在主題標註總次數上均顯著優於採用不具遊戲化機制的系統；(5)女性及低國語文能力學習者採採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在回應標註總次數上顯著優於採用不具遊戲化激勵機制的系統；(6)採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在全神貫注階段及整體沉浸體驗上均顯著優於採用不具遊戲化機制的學習者；(7)男性及高國語文能力學習者採採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在全神貫注階段的沉浸體驗上顯著優於採用不具遊戲化激勵機制的系統；(8)採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀的學習者，在內在閱讀動機及其挑戰、好奇面向與外在閱讀動機的社交面向表現上均顯著優於採用不具遊戲化機制的學習者；(9)男性學習者採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀，在內在閱讀動機的挑戰、投入面向表現上均顯著優於採用不具遊戲化機制的系統；(10)低國語文能力學習者採用具遊戲化機制之「合作閱讀標註系統」輔以閱讀，在內在閱讀動機的挑戰面向均顯著優於採用不具遊戲化機制的系統。最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 |
| 外文摘要 | With the rapid development of information technology, digital reading has become a trend. Past research proved that learners preceding prospective sharing and interactive discussion to clarify text meaning through online reading annotation could effectively facilitate the reading comprehension effectiveness. Lots of past studies also indicated that gamification mechanism assisted learning could enhance immersion and encourage learning motivation to further promote learning effectiveness. Nevertheless, learning activity goals not corresponding to gamification mechanisms would result in negative effects of learners indulging in gaming mechanisms and not achieving learning effectiveness. For this reason, a gamification mechanism, based on “cooperative reading annotation system, is designed in this study. By including reading comprehension ability and the correspondent indicators in the gamification mechanism design, it intends to discuss the effect of learners adopting the “cooperative reading annotation system” in gamification mechanism to reading learning on reading comprehension effectiveness, annotation behavior, immersive experience, and reading motivation. Moreover, learners with different gender and Chinese language ability are also discussed the effects of adopting the “cooperative reading annotation system” in gamification mechanism to reading on reading comprehension effectiveness, annotation behavior, immersive experience, and reading motivation. The research results are summarized as followings. (1) Learners applying the “cooperative reading annotation system” in gamification mechanism to reading significantly outperform those without gamification mechanism on reading comprehension effectiveness and the reading comprehension ability indicators. (2) Both male and female learners with high and low Chinese language ability adopting the “cooperative reading annotation system” in gamification mechanism to reading remarkably outperform those without gamification mechanism on reading comprehension effectiveness and the reading comprehension ability indicators. (3) Learners utilizing the “cooperative reading annotation system” in gamification mechanism for reading notably outperform those without gamification mechanism on total subject annotation times and total response annotation times. (4) Both male and female learners with high and low Chinese language ability applying the “cooperative reading annotation system” in gamification mechanism significantly outperform those without gamification mechanism on total subject annotation times. (5) Female learners with low Chinese language ability adopting the “cooperative reading annotation system” in gamification mechanism to reading remarkably outperform those without gamification mechanism on total response annotation times. (6) Learners using the “cooperative reading annotation system” in gamification mechanism for reading notably outperform those without gamification mechanism on concentration stage and overall immersive experience. (7) Male learners with high Chinese language ability applying the “cooperative reading annotation system” in gamification mechanism to reading significantly outperform those without gamification mechanism on immersive experience at concentration stage. (8) Learners utilizing the “cooperative reading annotation system” in gamification mechanism for reading remarkably outperform those without gamification mechanism on inner reading motivation, and the challenge and curiosity as well as the social dimensions of outer reading motivation. (9) Male learners adopting the “cooperative reading annotation system” in gamification mechanism to reading notably outperform those without gamification mechanism on inner reading motivation of challenge and involvement performance. (10) Learners with low Chinese language ability using the “cooperative reading annotation system” in gamification mechanism for reading significantly outperform those without gamification mechanism on inner reading motivation of challenge. Based on the research results, suggestions for teachers and reading promotion units as well as several directions for future research are eventually proposed in this study. |
| 連結 | 臺灣博碩士論文知識加值系統 |