歷年優秀論文獎助 > 2015優秀學位論文得獎名單 >陳姿君
| 研究生 | 陳姿君 |
| 研究生(外文) | Chen, Tze Chun |
| 論文名稱 | 作閱讀標註系統之遊戲化激勵機制對於提升同儕互動與閱讀理解成效的影響研究 |
| 論文名稱(外文) | Enhancing peer interactions and reading comprehension performance by using a collaborative annotation system with gamification motivate mechanisms |
| 指導教授 | 陳志銘 |
| 指導教授(外文) | Chen, Chih Ming |
| 口試委員 | |
| 口試日期 | |
| 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 | |
| 畢業學年度 | 103 |
| 語文別 | 中文 |
| 論文頁數 | 141 |
| 中文關鍵詞 | 戲化、激勵機制、合作閱讀標註、社會網絡互動、沉浸經驗、閱讀理解成效 |
| 外文關鍵詞 | gamification、motivate mechanism、cooperative reading annotation、social network interaction、immersion experience、reading comprehension achievement |
| 中文摘要 | 近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。
研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 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 | The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated.
The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed. |
| 連結 | 臺灣博碩士論文知識加值系統 |