傳統的語言教學，著重於語言技能的學習成效，忽略語言功能的重要性，對於新興學科華語教學而言此一現象尤為明顯。為使華語學習者使用目標語時，其正確性與適切性能獲得均衡的提升，因此本研究以語言功能理論為基礎，進行語言功能教學實驗，並預期其語言功能學習成效將對華語/華人的態度帶來正向改變。 本研究以2011年寒假華裔青年短期語文班的11名學員為對象，進行研究與教學實驗，學員來自紐澳，均以英語為第一語，華語能力為該營隊次高級程度。教學分實驗組與對照組，兩組語言形式教學的部分由該語文班同一名教師進行教學；語言功能部分由研究者對實驗組進行教學。教學實驗內容以影響語言風格之不同正式程度的語碼形式為切入點，運用歸納法引導學生發現5種語碼形式的規律，並運用演繹法教授擇用的原則。 本研究共設計4份問卷，以調取研究所需之資料。包括受試者的基本資料、對華語/華人的態度、華語學習成效（含功能與形式)以及華語學習動機。其中針對態度與學習成效進行前後測。 經數據統計分析，本研究大部分的假設都獲得了驗證，包括：（1）語言功能的觀念可以透過課堂學習獲得；（2）語言功能教學可提升受試者對語言功能的注意；（3）語言功能的學習成效高，其語言形式的學習成效也提升；（4）受試者的華語功能學習成效、華語使用頻率、華人文化背景為正相關。至於受試者的華語功能學習成效與華語學習動機之間的關係則未獲驗證。但是透過個別訪談，實驗組學生都對此次教學活動持肯定態度。 本研究的結論是語言功能可以透過堂內系統化的方式進行教學，教學後改善了對華語/華人的語言態度，足證語言功能教學的必要性。此外本研究為語言功能教學建立了可用的教學設計，並對華裔的背景與其華語學習情況有更具體的了解：（1）華裔青年使用華語的頻率在對象、地點與話題的範疇中，以對象為主導；（2）華裔青年與華人傳統文化之間的關係是疏遠的；（3）華裔青年的華語能力與華語使用頻率、華語能力與對華人文化的理解、華人文化的理解與華人態度成正相關。 本研究在第四章中也對華裔華語教學提出各種具體建議，大致可歸納為：（1）教學設計應考量華裔在不同範疇中使用華語的頻率；（2）將節慶儀式操演納入教學，並重視清明節的介紹；（3）除了教材內的書面語/口語語碼形式的對照，也可由學生蒐集真實語境中的書面語語料進行補充教學。

多媒體影音教材已被廣泛使用於網路學習之教學場域，並且已發展出許多不同的多媒體影音教材型態，這些不同的多媒體影音教材型態，以及教材的組成元素如何影響數位學習成效值得深入探究。本研究使用可攜式眼動追蹤儀及穩定控制之實驗環境，隨機選取某公立高中高三普通班十六位學生進行眼動實驗，由受測學生依序觀看目前被廣泛採用的圖像影音動態教學式（picture in picture, PIP）及平面講述靜態教學式（voice over presentation, VOP）二種不同型態多媒體影音教材之興趣區（頭像、投影片、字幕、標題），探討包括三個眼動指標（凝視時間、凝視次數、回視次數）與學習成效之間的相關聯性。 結果顯示受測學習者利用圖像影音動態教學式（PIP）多媒體影音教材學習具有顯著的學習成效，而平面講述靜態教學式（VOP）則無顯著的學習成效。此外；圖像影音動態教學式（PIP）多媒體影音教材學習成效顯著優於平面講述靜態教學式（VOP）多媒體影音教材。再則經由皮爾森（Pearson）積差相關係數分析結果顯示，文字型認知風格學習者，使用平面講述靜態教學式（VOP）多媒體影音教材之投影片及標題興趣區之凝視時間、凝視次數及回視次數與學習者後測成績，呈顯著高度正相關，圖像型認知風格學習者則無。圖像影音動態教學式（PIP）多媒體影音教材之投影片、頭像、字幕及標題興趣區之凝視時間、凝視次數及回視次數與學習者後測成績，皆未呈現任何顯著的相關性。最後，圖像影音動態教學式（PIP）與平面講述靜態教學式（VOP）二種不同型態多媒體影音教材，皆以投影片區獲得最多的凝視時間、凝視次數與回視次數，其次為教師的頭像，最少的為標題區。 / Multimedia audio and video materials have been broadly applied to the teaching field of web-based learning, and various multimedia audio and video materials have been developed. It is worth studying the effect of such multimedia audio and video materials and the component elements on digital learning outcome. With a portable eye tracker and stably controlled experiment environment, 16 G12 students, in a public senior high school, are randomly selected for the eye movement experiment. The participants would sequentially view the area of interests (profiles, slides, subtitles, titles) of two types of multimedia audio and video materials, picture in picture (PIP) and voice over presentation (VOP), to discuss the correlations between three eye movement indices (fixation time, number of fixation times, number of regression times) and learning outcome. The result reveals that learners using picture in picture (PIP) present significant learning outcome, while ones with voice over presentation (VOP) do not appear remarkable learning outcome. Moreover, picture in picture (PIP) notably outperforms voice over presentation (VOP). The Pearson product-moment correlation coefficient analysis result shows that the learners with verbal-oriented cognitive style present notably positive correlations between the fixation time, number of fixation times, and number of regression times for slides and titles in voice over presentation (VOP) and the posttest results, while those with image-oriented cognitive style do not. The fixation time, number of fixation times, and number of regression times for slides, profile, subtitles, and titles in picture in picture (PIP) do not show significant correlations with learners’ posttest results. Finally, both picture in picture (PIP) and voice over presentation (VOP) appear the most fixation time, number of fixation times, and number of regression times for slides, followed by teachers’ profiles, and titles the least.

近年來隨著網路學習的發展，能夠透過網路輔以學習者進行線上合作閱讀學習的合作數位閱讀標註系統興起，並已發展出多媒體的標註模式，不但可以由學生自己針對閱讀文本進行合作閱讀標註，更可以在閱讀文本上進行標註互動討論，具有提昇閱讀理解成效的效益。而數學應用問題的閱讀理解，影響學習者對於數學應用問題的解題甚巨，但是長久以來並無好的提升數學應用問題閱讀理解策略。本研究比較採用合作數位閱讀標註系統及使用傳統同儕面對面合作學習數學應用問題的實驗組與控制組學習者，在解決數學應用問題的學習成效及學習動機上是否具有顯著差異。此外，亦探討場地獨立/場地依賴型不同認知風格及高/低不同學習能力的學習者，採用上述兩種不同學習方法進行數學應用問題學習之學習成效與學習動機是否具有顯著的差異，最後探討實驗學習者使用此合作式數位閱讀標註系統輔以數學應用問題學習之學習滿意度。 研究結果發現：（1）採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題學習，在學習成效與學習動機上均顯著優於傳統同儕面對面合作學習數學一元一次方程式應用問題；（2）採用合作式數位閱讀標註系統以及傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的實驗組與控制組學習者，在回歸到一般學習後，實驗組在學習成效上仍顯著優於控制組學習者；（3）無論是場地獨立或場地相依認知風格學習者，採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題的標註學習後，在學習動機上均顯著優於採用傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的控制組學習者；（4）無論是高低不同能力學習者，採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題的標註學習後，在學習動機上均顯著優於採用傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的控制組學習者；（5）實驗組場地獨立學習者在使用合作式數位閱讀標註系統後的學習動機優於場地相依學習者；（6）實驗組高學習能力學習者在使用合作式數位閱讀標註系統後的學習動機優於低能力學習者。 綜合以上，本研究所提出採用合作數位閱讀標註系統輔以數學應用問題閱讀理解的學習模式，具有提升學習動機與閱讀理解成效的效益，可推廣至解決更複雜數學單元之閱讀理解，甚至發展為創新數學教學之翻轉教學模式。 / Along with the development of web-based learning in past years, cooperative digital reading annotation systems, which could assist learners in online cooperative reading learning through the Internet, are emerged. Besides, multimedia annotation models are also developed for students, aiming at the reading texts, proceeding cooperative reading annotation as well as annotation interactive discussion on the reading texts. It presents the benefit to enhance the reading comprehension efficiency. The reading comprehension of mathematical application problems would largely affect learners’ mathematical application problem solving. However, there has not been a good strategy to enhance the reading comprehension of mathematical application problems. In comparison with the experimental group and the control group, which respectively apply the cooperative digital reading annotation system and traditional peers’ face-to-face cooperative learning to solve mathematical application problems, the differences in the learning outcome and learning motivation are discussed in this study. Furthermore, learners with field independent/field dependent cognitive styles and high/low learning abilities are preceded above two different learning approaches for learning mathematical application problems to discuss the differences in the learning outcome and learning motivation. Finally, learners learning mathematical application problems with the cooperative digital reading annotation system in the experiment are discussed the learning satisfaction. The research findings are summarized as below. (1) Learners applying the cooperative digital reading annotation system to learn the mathematical application problems in linear equation with one unknown present better learning outcome and learning motivation than those using traditional peers’ face-to-face cooperative learning for the mathematical application problems in linear equation with one unknown. (2) The experimental group, applying the cooperative digital reading annotation system to learn mathematical application problems in linear equation with one unknown, still outperforms the experimental group, using traditional peers’ face-to-face cooperative learning, on the learning outcome after return to general learning. (3) Learners with either field independent or field dependent cognitive style present significant better learning motivation, after learning mathematical application problems in linear equation with one unknown with the cooperative digital reading annotation system, than those applying traditional peers’ face-to-face cooperative learning. (4) Learners with either high or low ability show remarkably better learning motivation, after learning mathematical application problems in linear equation with one unknown with the cooperative digital reading annotation system, than those using traditional peers’ face-to-face cooperative learning. (5) Field independent learners in the experimental group present better learning motivation than field dependent learners after using the cooperative digital reading annotation system. (6) Learners with high learning ability in the experimental group reveal better learning motivation than those with low ability after using the cooperative digital reading annotation system. In sum, the learning model for the reading comprehension of mathematical application problems with the cooperative digital reading annotation system proposed in this study could enhance the benefits of learning motivation and reading comprehension. It could be promoted to solve the reading comprehension of more complicated mathematical units and even to become the flipped teaching model for innovative mathematics teaching.

因應數位閱讀時代的來臨，在進行數位閱讀時，如何進行自我監控，協助學習者掌握閱讀技巧，特別是對於閱讀認知能力不足的小學兒童來說，在進行數位閱讀時更需要有完善的學習鷹架輔助，才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀，幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質，反而無法提升其閱讀理解成效，在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此，本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」，讓學習者於作筆記的過程中掌握文本的重點，幫助學習者提升其閱讀自我效能，希望可有效促進學習者在閱讀中有效的內化與重組，以提升閱讀理解的深度與成效。 本研究採單組實驗設計，探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下，學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外，也針對不同性別與認知風格的學習者作探討。 研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下，採用「SOAR結構化筆記模組」支援數位閱讀學習，其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關，並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。 最後，基於研究結果，本研究亦提出對教師及系統改良的建議，並提出幾個未來的研究方向，希望能對數位閱讀研究有所貢獻。 / Abstract To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension. With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study. The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced. Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading. Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance

時至今日，透過網路，人們學習的管道更加多元，線上學習可以讓學習者有更多的選擇，本研究以我國數位碩士在職專班為研究對象，為線上學習者，又兼具學生與工作者兩種角色，與一般全職學生不管是在上課或使用圖書館情形上都有很大的差異。故本研究目的為：一、探討我國數位在職專班生的特質與數位學習經驗；二、探討數位在職專班生利用圖書館服務與電子資源情況；三、探討數位在職專班生評量教學成效、課程平臺與教材、與圖書館滿意度的看法；四、探討影響數位在職專班生學習成效的因素。期望能對數位在職專班生有更深一層的瞭解，提供更優質的線上學程以及讓圖書館為線上學習者提供更完善的服務，吸引更多潛在的使用者使用圖書館的資源與服務。 本研究透過訪談與問卷調查法的方式，分別針對六位數位在職專班生的訪談結果與196位數位在職專班生問卷調查結果進行分析，研究結果顯示：(一)數位在職專班生女性多於男性，平均年齡介於31歲至40之間，修習數位學程的原因會受到居住地與就職地的影響；(二)數位在職專生的自我效能高；(三)數位在職專班生修課動機為「自我追求」，且選擇線上課程時會考量家庭、工作與通勤時間等因素；(四)數位在職專班生使用大學圖書館的目的主要為：專題報告與課業學習需求，且多透過以網路的方式取用，並以使用電子資源的頻率最為頻繁，較少使用圖書館提供的虛擬參考服務。(五)數位在職專班生肯定教學成效且自評學習成效良好但對課程平台評價較低。(六)數位在職專班生對圖書館滿意度高。此外，本研究亦發現「教學成效」、「課程平臺與教材」、「圖書館滿意度」、「自我效能高低」、「年級」、「電子資源使用」皆與「學生自評學習成效」相關，意即當學生對這些因素感受愈高時，其自評學習成效會愈好。根據獲得之結論，本研究針對數位學程與圖書館兩方面提出建議。 / Nowadays, through the Internet, online learning provides learners with more accesses to gaining knowledge. Online students, usually, are different from common students regarding class situations and library use. The objects of this research are master’s students, who are online learners, and are on-the-job, unlike full-time students. The aims of this study are as follows: 1. To explore the characteristics and E-learning experience of E-learning master’s students. 2. To examine E-learning master’s students' utilization of library services and electronic resources. 3. To discuss students' instructional evaluaton and opinions on online course platforms, teaching materials, and satisfaction with libraries. 4. To investigate the factors that affect the learning outcomes of E-learning master’s students. Via interviews and survey questionnaires, this study respectively analyzes interview outcomes of 6 E-learning master’s students and questionnaire results of 196 E-learning master’s students, and the results and conclusions are as follows: (1) There are more women than men in the E-learning master’s students, of whom the average age is between 31 years old to 40, and the master’s students' sites of residence or their workplace play a dominant role in influencing them to choose digital curriculums. (2) The self-efficacy of E-learning master’s students is high. (3) The motivation of most E-learning master’s students is"self-seeking", and the E-learning master’s students consider their families, works and their commute time when selecting online curriculums. (4) Most E-learning master’s students' purposes of using university libraries are to prepare reports and to obtain learning resources, and they often use library resoueces through the Internet access, in addition, the E-learning master’s students most frequently use electronic resources, while less use virtual reference services of libraries. (5) The E-learning master’s students give recognition to the instructional effectiveness of E-learning curriculums and their self-perceived learning effectiveness is good, but they have less positive comments on online course platforms. (6) The E-learning master’s students have high satisfaction with libraries. Furthermore, this study also finds that: The "instructional effectiveness," "online course platforms," "satisfaction with libraries," "self-efficacy," "grade," and "utilization of electronic resources" are related to the "self-perceived learning outcomes of the E-learning master’s students".Based on the above finding, this study provides suggestions for both digital curriculums and libraries.

abstract: 中国自80年代以来随着改革开放和经济发展潮流，一批批本土企业快速成长，已经从单一主业壮大成熟，完成资本积累并快速朝多元化、规模化发展。截止到2019年中国有129家企业进入世界500强，而该数量在2011年为69家 ，2005年为18家。这一数据反映了中国大型集团的增长速度之快、数量之多令人刮目相看。 然而，大型企业集团在经营规模上的庞大并不能掩盖其管理水平的低下与尴尬，这一点从多数企业的规模和利润比率就可窥见一斑。从战略管理角度看，集团企业在单一主业上的业务战略管理水平（竞争战略）经过30多年的发展和沉淀已经相对成熟，在某一行业领域也发展沉淀了很多成熟的职业经理人和专业人才。但是，国内至今很少有多元化集团战略管理（公司层面战略）的专题研究，且在多元化集团战略管理实践方面缺少经验和积累。多元化集团战略及管理领域的研究具有重要的现实意义和学术价值。 公司层面战略的研究起始于20世纪50年代，现有研究领域以西方学者为主，涉及公司层面战略的诸多领域，比如分部化、一般管理技能共用、协同效应、多元化、业务组合规划、基于价值的规划、重组、核心竞争力和资源共享、母合优势等全新和具有全球影响力的母公司管理概念。本文涉及的多元化集团公司战略三要素：母公司管理机制、业务组合、母子公司管控及子公司之间联接之前有西方学者作为独立课题都曾研究过，但作为整体性研究较少。中国目前研究该公司层面战略成果较少，市场上从事该领域的咨询机构也很少，少数咨询公司业务以多元化集团战略管控咨询方面为主。本文将从多元化集团母公司心智图对公司层面战略成效影响的研究作为核心内容，这项研究在中国乃至在世界范围内尚属初步尝试。 母公司心智图代表了某一时期多元化集团核心决策层的战略管理思维水平现状，是核心决策层对多元化集团公司战略三个核心要素及其相互关系的认知和掌握程度的集中体现。母公司心智图水平的测量可以从核心决策层的构成合理性及成员背景、核心决策层对行业及业务组合的认知水平、核心决策层对对母公司管理机制的认知水平、核心决策层对母子公司之间的联接及影响的认知水平以及核心决策层对多元化集团战略管理的综合能力水平这五个维度，共15个指标进行测量，总分100分。掌握了母公司的心智图就能够识别整个公司战略管理的现状及逻辑。母公司心智图决定了母公司管理机制、母子公司的联接影响方式（母公司如何影响和联接旗下业务）和业务组合（公司资金和管理的投向），而这三个核心要素的决策决定了公司层面战略的成效。母公司心智图的水平将很大程度上正面影响公司的战略成效。 本文将深入针对具有三个不同心智图水平的多元化集团进行案例分析，分别研究不同的母公司心智图水平如何通过影响业务组合决策、母公司管理机制建设、母子公司联接进而影响公司的战略成效。 关键词: 多元化集团、母公司心智图、心智图测量、公司层面战略管理三支柱、战略成效 / Dissertation/Thesis / Doctoral Dissertation Business Administration 2020

隨著資訊社會的來臨，數位文本逐漸普及，數位閱讀已成為閱讀的主要發展趨勢。相較於傳統偏向於線性閱讀的紙本閱讀模式，在閱讀過程中常以非線性進行閱讀的數位閱讀必須要有適當的輔助閱讀策略或機制，方能改善淺層閱讀，以及無法長期持續閱讀的問題。換言之，為提昇讀者在數位閱讀環境中的閱讀理解和成效，數位文本需要設計更有效的輔助閱讀機制來引導讀者進行更有效的閱讀學習，而發展高層次的閱讀認知策略鷹架輔以閱讀，為一可行的發展方向。 基於上述原因，本研究在「合作式數位閱讀標註系統」輔以數位閱讀的環境中發展閱讀認知策略鷹架，並與沒有結合此鷹架的「合作式數位閱讀標註系統」進行比較，以驗證有採用閱讀認知策略鷹架的實驗組學習者，是否在英語閱讀理解成效、科技接受度及學習滿意度上優於沒有採用閱讀認知策略鷹架的控制組學習者。也進一步探討「合作式數位閱讀標註系統」輔以所結合的閱讀認知策略鷹架對於場地獨立與場地依賴不同認知風格、以及高低不同英語起始能力者在英語閱讀理解成效、科技接受度及學習滿意度的影響。 實驗結果發現，在使用「合作式數位閱讀標註系統」之學習情境下，採用閱讀認知策略鷹架之實驗組學習者的閱讀理解成效、平台瀏覽次數以及各類型策略標註數量皆優於控制組學習者；並且場地相依型學習者的閱讀理解進步分數優於場地獨立型學習者。也就是本研究在「合作式數位閱讀標註系統」所發展的閱讀認知策略鷹架能有效協助學習者提升其閱讀理解成效，特別是場地相依型認知風格的學習者。另外，無論是對高分、中間、或低分組的學習者而言，採用閱讀認知策略鷹架之英語閱讀理解成效皆優於沒有採用閱讀認知策略鷹架；最後也發現認知有用性、認知易用性及學習滿意度三者之間具有顯著關連性。 / With the coming of the Information Age, digital texts are getting more and more popular. Compared to the traditional paper-based reading, nonlinear digital reading requires proper strategies or mechanism to help improve the shallow reading and short-term retention, which have been reported as the main disadvantages of digital reading. In other words, readers need inferential reasoning and comprehension monitoring strategies in order to keep concentration while reading digital texts. A scaffold of cognitive reading strategies, therefore, was developed and combined into Collaborative Digital Reading Annotation System (CDRS) in this study. It aimed to confirm whether the learners in the experimental group with the scaffold of cognitive reading strategies support outperformed the learners in the control group without the scaffold of cognitive reading strategies support on English reading comprehension, technology acceptance degree, and learning satisfaction. Furthermore, this study also examined the effects of distinct cognitive styles of field independence and field dependence and learning capability between both groups on English reading comprehension, technology acceptance degree, and learning satisfaction. The experimental results present the following findings. First, the learners in the experimental group applying CDRS with the scaffold of cognitive reading strategies outperformed the learners in the control group using CDRS without the scaffold of cognitive reading strategies on English reading comprehension, platform views and annotation numbers of four different cognitive strategies. Besides, while reading by CDRS combined with the scaffold of cognitive reading strategies, the field-dependent learners significantly outperformed the field-independent ones on reading comprehension gain. Moreover, the learners in the experimental group, either with high, medium or low learning capability, remarkably outperformed the ones in the control group on English reading comprehension. Finally, significant correlations among perceived usefulness, perceived ease of use, and learning satisfaction in both groups were found.

遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。 本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。 綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。 / Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively. A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs. In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.

第一章說明本研究之目的、研究範圍與限制、研究方法並扼要說明論文各章節彙要。 第二章財務報表分析與財務比率：（一）財務報表分析之意義及功能：報表分析乃是 將所應用之分析工具資訊。其功能可就內部與外部分論之。（二）說明報表分析種類 與常見之分析工具（三）分析工具之一──財務比率之發展歷史之介紹（四）探討財 務比率分析之特性。 第三章財務比率之類型：就財務比率分析之目的，將其分為四類型：（一）安全性評 估之比率（二）衡量獲利能力之比率（三）測驗財務槓桿之比率（四）衡量經營成效 之比率。並各就其常見且具重要性之比率分別探討其意義。 第四章財務比率之應用：先就如何有效應用財務比率，探討分析的原則與可能的問題 ，並就比率之實際應用，分管理階層、投資者、債權人等說明之。 第五章財務比率與預測功能：（一）說明財務比率曾應用於企業預測之種類並將重點 置於企業破產預測之功能上（二）探討破產企業其財比率可能具有之特性（三）相關 學者之實證研究介紹與討論。第六章結論與建議。

本研究的目的在建構具備智慧型媒體特性之網路教學系統以增進網路學習的效果，特別是如何輔助學習者理解空間關係，以增進對空間幾何座標轉換的學習成效。電腦運算能力的增進使其成為極具潛力的教育媒體。基於教學及教育媒體的理論，本研究倡議在典型的網路教學中加入「智慧型媒體」的考量與設計以增進學習成效。智慧型媒體包括了兩個面向的考量，我們稱之為「媒體與方法」的考量 (Media and Method concern)。從媒體的角度來考量，電腦多媒體的使用應以能增進學習效果為原則，從「認知媒體」(Cognitive Media)的角度出發來設計網路教學的媒體呈現方式，媒體的目的在於清楚地傳達領域之知識給學習者。而從方法的角度來考量，應考慮如何運用電腦運算的特性以實現其他教育媒體裝置不能實現的教學策略及方法，例如互動式及適性化的教學。接續過去「智慧型教學系統」(Intelligent Tutoring System)及「適性化超媒體」(Adaptive Hypermedia) 的研究，本研究提出一套適性化的機制，將一般適性化系統中課程排序(adaptive course sequencing)的機制明確分離為「學習概念排序」及「教材選擇」兩個部分，達到更佳的抽象化及運用教學策略上的彈性。 本研究以「空間座標轉換」做為領域知識，基於「媒體與方法」的考量，設計了稱為CooTutor (Coordinate Tutor)的網路教學系統來輔助空間座標轉換的學習。運用了電腦動畫技術，這個系統使用互動式三維媒體(Interactive 3D Media)清楚有效地傳達領域知識。由於空間座標轉換的學習相信與學習者的空間能力(Spatial Ability)相關，本研究透過實驗來探討互動式三維媒體的使用與空間能力增進之間的關係。另外，我們也研究並評估如何將空間能力及學習風格(learning styles)等學習者個人特質作為適性化依據，以及如何設計相對應的適性化機制。 本研究的主要貢獻包括了 (1) 提出了使用智慧型媒體的概念，以「媒體與方法」的考量來討論網路教學的學習成效，及 (2) 提出一個創新及可行的架構將互動式三維媒體及適性化技術結合、運用於網路學習的學習模式上以輔助空間座標轉換的學習。 / The objective of this research is on developing a Web-based educational system with intelligent media to enhance learners’ learning effects, especially to facili-tate learners’ spatial reasoning on learning spatial geometry topics. The increas-ing computing power allows us to use computers as powerful educational media. Based on theories of pedagogy and educational media, we propose to integrate intelligent media into typical Web-based learning paradigm to improve learning. “Intelligent media” in this research refers to two aspects of considerations. They are media—cognitive media aspect and method—intelligent tutoring aspects. The consideration of cognitive media aims at offering learners the most ease-of-understand presentation of a particular domain. The consideration of in-telligent tutoring targets to offer learners personalized learning experience based on individuals’ learning needs. To achieve better abstraction and flexibility in the adaptive mechanism, we have chosen to separate the concept sequencing from the underlying task of selecting appropriate learning materials. By considering the characteristics of spatial geometry concepts, a Web-based learning environment called CooTutor (Coordinate Tutor) for learning spatial geometric transformation (SGT) is developed. Interactive 3D media is integrated into the system for delivering domain concepts effectively. Since the domain, spatial geometric transformation is evidently related to spatial ability (a group of human abilities about the use of space). This research attempts to address the relation between spatial ability and interactive 3D media via experimental evaluations. Moreover, learners’ latent traits, including spatial ability and learn-ing styles are considered to be used in adaptive material selection. The main contribution of this research would be (1) the conceptualization of in-telligent media and the M&M concern for effective Web-based learning, and (2) an innovative approach and tenable architecture of employing 3D computer graphics and adaptive technologies in Web-based learning context for SGT learning.