有鑑於數位閱讀已逐漸成為閱讀發展的新趨勢，許多研究著手於發展相關的閱讀系統或設備來輔助學習者進行閱讀學習。此外，如何幫助學生在進行英文閱讀學習時，增加對於文章的理解，已經成為很重要的研究課題。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，因此學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。本研究旨在探討運用具自律學習機制的閱讀標註系統是否具有提升國中英語閱讀學習成效的效益，研究採用準實驗研究法，以桃園縣某國中七年級二班的學生，分成實驗組與控制組，實驗組與控制組分別以「具自律學習機制的閱讀標註系統學習」及「不具自律學習機制的閱讀標註系統學習」進行英語閱讀學習，經過實驗處理後，接受「閱讀測驗後測」，以比較兩組學生在閱讀學習成效上的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以訪談作質性資料分析。最後，根據研究結果提出具體建議，以提供未來研究與教師在運用具自律學習機制之數位閱讀標註系統融入閱讀教學時之參考。本研究得到的研究結論如下： 一、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其英語閱讀學習成效顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 二、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其閱讀標註能力顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 三、 實驗組學習者中不同自律能力學習者其閱讀學習成效具有顯著差異。 四、 實驗組學習者中不同自律能力學習者其閱讀標註能力具有顯著差異。 五、 實驗組學習者中閱讀學習成效與閱讀標註能力有顯著相關且自律能力與學習成效呈現正相關 關鍵字：自律學習、數位閱讀、閱讀標註、閱讀學習成效 / In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading

iPad自2010年推出以來，佳績不斷，成為史上銷售最快的電子產品，蘋果公司又於2011年乘勝推出iPad2，再次贏得全球矚目，消費者不但是引頸期盼，iPad所到之處更是門庭若市、大排長龍，這不但成為電子產品銷售奇蹟，更為人類閱讀歷史帶來了革命性的改變，為現代人的數位閱讀生活掀起浪潮，iPad影響之大，由此可見一斑。本研究聚焦於iPad進行深入研究，嘗試找到iPad之於此波數位閱讀浪潮，之所以能脫穎而出之原因，以及iPad之於此波數位閱讀浪潮，其所扮演的角色為何？iPad之於數位閱讀浪潮，未來發展趨勢為何？ 本研究採用質化研究法，包括文獻分析法、線上資料整理法，以及深度訪談法，研究整理之後，得到以下結論： iPad之所以能掀起數位閱讀浪潮，究其原因，可分內在與外在因素來看： 一、內在因素：iPad能提供使用者難忘的經驗，以體驗經濟理論來看，這的確符合了Pine & Gilmore的理論：體驗就是創造難忘的經驗，成為消費者美好的回憶，讓其體會到娛樂性、教育性、逃避現實以及一種美學的感受。 二、外在因素：長久以來電子書閱讀器或平板電腦市場已經累積了許多失敗的教訓，這些都成為iPad推出前可供參考的重要資訊，最後是環境的成熟，網際網路的普及、資訊環境的便利、雲端技術的進步等等，正像Malcolm Gladwell所觀察到的，許多變化來得又快又急，就在於觀念、行為、訊息及產品等，像傳染病一般突然間發作蔓延，一旦達到「引爆點」，就會忽然間將時代潮流一口氣往前邁進。 以上內外因素使得iPad具備了天時地利人和的關鍵因素，因此，當iPad一出，立刻造成全球搶購風潮，進而帶來數位閱讀之新氣象。 本研究發現如下： 一、iPad擴大了閱讀的族群，發揮其引導功能 過去不看書，或是過去不碰電子書的人，很可能因為對iPad的好奇，而開始接觸數位閱讀，可以說，iPad擴大了閱讀的人口，許多人隨時隨地瀏覽新聞、雜誌、網頁、書籍，無形之中鼓勵了閱讀風氣，增加了讀書的人口。 二、iPad豐富了閱讀內容：影音加文字、動態與互動 iPad使得閱讀這件事變得廣義而豐富，閱讀不再限於靜態的、文字的、黑白的，而是彩色的、動態的影音內容，甚至有互動的設計，使得閱讀內容多彩多姿。 三、iPad串起了閱讀行為，完成數位閱讀新載體架構 iPad能夠在體積小、行動力強的手機與功能強大的電腦之間，串起讀者的閱讀行為，提供所謂的無縫式閱讀，這都歸因於iPad能提供隨時隨地、隨開隨用的閱讀優勢，讓讀者可以在不同情境下取用資訊，串起現代人的數位閱讀行為，完成了數位閱讀的新載體架構。 iPad使得繁忙的現代人得以運用更簡便、更有效率的方式管理個人的閱讀生活。以數位閱讀的角度來看，iPad可以刺激學習者的動機，提高閱讀者的興趣，單一紙本閱讀的時代已經過去了，現在的人們可以用iPad體驗更豐富更精采的閱讀生活。 本研究建議如下： 一、iPad對閱讀的影響：iPad之於數位閱讀，由於其畫面亮麗、功能豐富，使用者可能會傾向於淺層理解、容易分心，收收E-mail、玩一下遊戲、看一段新聞等，閱讀可能會淪為片段式的所謂的「輕閱讀」，若要深入做學術研究，或是專題報告等，效果如何，不得而知。總之，iPad的確引起了使用者的閱讀興趣，但效果究竟如何，值得後續觀察。 二、iPad對人際關係的影響：iPad之問世，許多人愛不釋手，尤其是App Store，天天都有新玩意兒，人與機器互動的時間增加許多，如此以往，會不會造成人與人之間的疏離感，而且iPad2還有Facetime功能，人對機器講話的機會也增加了，這會不會使人與人相處的臨場感逐漸消失，至終引起社會問題，值得注意。 / iPad, since its launch in 2010, becomes the fastest-selling electronic product in history. Followed by iPad2 in 2011, iPad once again won the global attentions. Wherever iPad goes, numerous consumers wait in long lines. Sales of this electronic product, not only become a miracle, but also brought a revolutionary change into the reading history of mankind. The influence of iPad, is evident. This thesis focused on iPad, trying to find the reason why iPad is so outstanding among all the e-readers? What role is iPad palying in the wave of digital reading? And how iPad will lead the trends in the future of digital reading life of modern people? This study used qualitative research methods, including document analysis, online data compilation method, and depth interviews The important research results are as follows: Why iPad is able to set off a wave of digital reading? The answer can be divided into internal and external factors: (A) Internal factors: iPad offers users a memorable experience. From the experience economic theory point of view, it is indeed in line with the Pine & Gilmore’s theory: to create a memorable experience is the key to satisfy consumers. Let consumers feel entertainment, education, escapism, and an aesthetic experience. (B) external factors: For a long time, e-book readers or tablet PC have ended in failures. All these failures become important informations for iPad’s design. Meanwhile, the maturity of the environment, including the popularity of the Internet, information environment to facilitate the clouds and technological progress, etc., just like Malcolm Gladwell observed that, many changes came too fast and urgent, such as concept, behavior, messages and products. all of a sudden, everything reach the “tipping point”, and it will suddenly move forward the trend of the times in one breath. With internal and external factors, iPad causes a global phenomenon, brings the new digital reading era. What iPad brought into the reading history of mankind?: (A) iPad expanded reading population People who do not read books in the past, or people do not touch e-books before, probably because of the curiosity about iPad, they will start to read books with iPad.In another word, iPad has expanded reading population. More and more people start to read news, magazines, books with iPad, because it is so convenient. (B) iPad enriches the reading content: including audio, video and interactive design iPad makes reading broad and rich. Reading is no longer limited to static, text, black and white, but colorful, filled with video and even interactive. iPad enriches the content-of reading. (C) iPad brought the completion of digital reading behavior of modern people iPad, between the small, mobile cellphones and strong and powerful computers, plays the key role of the readers’ reading behavior, providing the so-called seamless reading, which offer the iPad users to read anytime, anywhere, so that the readers can access informations in different situations. iPad brought the completion of digital reading behavior of people. iPad offers modern people to build a efficient management of individual reading life. iPad can stimulate the readers’ motivation, improve their interest. With iPad, people can experience richer and more exciting reading life. The recommendations are as follows: (A) iPad and Reading: iPad, because of its bright screen, feature-rich, the users might be inclined to shallow understanding. They are easily distracted by collecting E-mail, playing games, and watching a piece of news. This kind of reading become so-called “light reading”. If people want to do further academic research or special reports, iPad is useful or not still remain unknown. It is worth follow-up observation. (B) iPad and interpersonal relationships: iPad is so amazing that many people enjoy using the device, especially the App new stuffs coming up every day. In the future, iPad will cause alienation between people or even cause social problems, we still need to observe it.

本研究旨在探討大學生使用與閱讀電子書資料庫，研究目的包括：（1）探討 大學生電子書資料庫的使用與閱讀行為；（2）探討大學生電子書資料庫的價值認 知與使用滿意度；（3）探討影響大學生使用電子書資料庫的因素；（4）探討大學 生參與電子書資料庫推廣服務的現況與看法。本研究採用問卷法與訪談法，首先 藉由文獻探討歸納電子書使用與閱讀研究四構面，依此而設計電子書資料庫使用 與閱讀調查問卷，並對國立政治大學大學生實行問卷調查，再採用立意取樣方式 進行深度訪談，以探討大學生電子書資料庫使用與閱讀的行為。 本研究提出之研究結論如下：（1）政治大學的大學生近五成使用過電子書， 但使用過圖書館電子書資料庫者不到兩成；（2）使用圖書館電子書資料庫的主要 原因是「為了作業報告或學習研究需求」，而使用需求受到使用目的與動機之影 響；（3）最常使用的電子書檢索策略是「關鍵字檢索」，閱讀電子書的時間多為 1 小時，主要透過「線上閱讀」方式取用電子書，並以「跳讀，僅閱讀特定章節 /段落」方式閱讀單本電子書；（4）五成以上大學生喜歡實體書勝於電子書；（5） 對圖書館的電子書資料庫表示中度滿意，對電子書資料庫推廣服務則未達滿意； （6）「在螢幕上閱讀相當吃力」是大學生在使用圖書館電子書資料庫時最大的困 難，且電子書的閱讀較易出現注意力分散的情形；（7）影響政治大學的大學生使 用圖書館電子書資料庫的因素包含使用者主觀的使用經驗及客觀的外在環境。 最後，本研究對圖書館及電子書相關廠商提出以下建議：（1）圖書館應與廠 商定期合作舉行使用者滿意度調查，藉以瞭解使用者的使用行為、使用經驗及滿 意度；（2）建議電子書相關廠商簡化進入及取用電子書資料庫的步驟、利用圖像 式設計提供更明確且明顯的快速連結名稱，增加電子書資料庫的曝光率；（3）建 議圖書館瞭解大學生的需求及充實電子書資料庫館藏的質與量，增強正向使用經 驗及藉由同儕的影響力提高使用率；（4）圖書館應積極向教師推廣電子書資料庫 的使用並提供支援教學服務，以期透過相關課程，增加電子書資料庫曝光率及使 用率；（5）建議圖書館及電子書相關廠商透過創新且有趣的行銷推廣策略，以更 輕鬆且貼近大學生的服務及參與方式，提高大學生取用電子書資料庫之動機。 / This study mainly investigated using and reading e-books databases for undergraduates. The main purposes of the study are as follows: (1) to probe into undergraduate students’ use and reading behavior of e-book databases; (2) to discuss the undergraduates’ perception and satisfaction of e-book databases; (3) to find out the factors affecting undergraduates’ use of e-book databases; (4) to understand undergraduate students’ opinions and current state of e-book databases promotions services in university libraries. The study using questionnaire and interviewing as research methods. Through literature review, this study sorts previous researches on reading and use of e-books into four dimensions. A questionnaire is designed according to these dimensions and delivered to undergraduate students of NCCU. Moreover, 15 undergraduates are selected through purposive sampling from the returned questionnaire for further interviews. The conclusion of this study is summarized as follows: (1) near fifty percent of NCCU undergraduates read e-books, but only two percent used e-book databases; (2) the main reason why undergraduates use e-book databases is for term papers or research purposes, and their needs are affected by their purposes and motivations; (3) the most used retrieval skill is keyword searching, and most undergraduates use e-book online, just skimming and scanning for one hour at most; (4) over fifty percent of undergraduates prefer books to e-books; (5) undergraduates are generally satisfied with e-book databases acquired by NCCU Libraries, but they are less than satisfied with promotions of e-book databases; (6) the most challenge of using e-book databases for undergraduates is that “tiring to read on screen,” and they are easily distracted while reading e-books; (7) the factors affecting undergraduates to use e-book databases are attributed to their previous user experience and external environments. According to these conclusions, there are some suggestions made for university libraries and concerned e-book market investors: (1) university libraries may work with investors to hold regular user satisfaction survey; (2) it is recommended to simplify the access to e-book databases and e-books ; (3) to achieve higher use rate, libraries may improve the quantity and quality of e-books, and build positive user experience with e-book databases for undergraduates; (4) libraries may suggest and support faculty to teach with e-books or e-book databases in their courses; (5) libraries and investors may develop more innovative, easier and friendlier services for undergraduate students.

近年來臺灣民眾的閱讀習慣開始改變，透過數位載具進行閱讀的人口逐漸增加。面對數位閱讀時代的來臨，圖書館為了推廣數位閱讀，陸續提供電子書閱讀器借閱服務。由於國內圖書館推動這項服務仍在起步階段，針對電子書閱讀器借閱服務之使用研究有其必要性。 因此，本研究以整合性科技接受模式為理論基礎，探討圖書館讀者對電子書閱讀器借閱服務之使用行為、行為意願及其影響因素，並分析讀者之性別、教育程度、學院別、數位閱讀載具使用經驗、電子書使用經驗等個人特徵，對影響因素與行為意願之調節效果。 本研究以交通大學的學生為研究對象，並以「交通大學圖書館電子書閱讀器借閱服務之使用調查」問卷為研究工具。問卷調查結果以描述統計、相關分析、多元迴歸分析與階層迴歸分析進行分析，研究結果如下： 1.讀者主要透過同儕分享得知電子書閱讀器借閱服務； 2.讀者使用電子書閱讀器借閱服務之主要動機為體驗使用iPad 2； 3.閱讀電子書是讀者使用電子書閱讀器借閱服務之主要用途； 4.網路免費電子書是讀者閱讀電子書的主要來源； 5.讀者主要利用Google或其他搜尋引擎查詢電子書； 6.讀者閱讀電子書時遭遇的困難以眼睛疲倦感與電子書內容不足佔最多數； 7.讀者對iPad 2閱讀電子書的整體經驗多數感到滿意； 8.讀者未借用iPad 2的最主要原因是不知有電子書閱讀器借閱服務，再者是iPad 2數量不足； 9.多數讀者願意使用電子書閱讀器借閱服務，也願意繼續使用該服務，並樂意推薦他人； 10.讀者使用電子書閱讀器借閱服務的行為意願之影響因素包括：績效期望、努力期望與社群影響，其中社群影響最具預測力； 11.讀者的性別、教育程度、學院別、數位閱讀載具使用經驗、電子書使用經驗等五項個人特徵對影響因素與行為意願之關係不具調節效果。 本研究針對上述結果加以討論，並提出相關建議，提供圖書館推行該服務，以及未來研究之參考。 / In recent years people's reading habits have begun to change, and the population of digital reading device users has been growing gradually. Face with the coming era of digital reading, libraries provide e-book reader lending services one after another in order to promote digital reading. Since the library services in Taiwan are still at the initial stage, it is necessary to examine the use of e-book reader lending service. Therefore this study was based on UTAUT（Unified Theory of Acceptance and Use of Technology）. The purpose of this study was to investigate reader's behavior, intention and determinants toward e-book reader lending service, and examine moderators of the relationships between determinants and intention, including gender, education, academy, digital reading device experience and e-book experience. In this research, students at National Chiao Tung University were chosen as the testing participants. The instruments used in the study was the National Chiao Tung University Library E-book Reader Lending Service Use Survey. The data was analyzed by descriptive statistics, Pearson's correlation, multiple regression analysis, and hierarchical regression. The findings of the study were as follows: 1.Most readers know about e-book reader lending service by peer sharing; 2.The motivation of most readers using e-book reader lending service is to try iPad 2; 3.Majority of readers use e-book reader lending service for reading e-books; 4.Most readers read e-books that are from internet and for free; 5.Majority of readers find e-books on Google or other search engines; 6.Most readers have difficulty with reading e-books because of eyestrain and lack of content; 7.Most readers feel satisfied with the e-book reading experience on the iPad 2; 8.Majority of readers have not borrowed the iPad 2 because of not knowing the service and lack of iPad 2; 9.Most readers willing to use e-book reader lending service and use the service continuously. They also willing to recommend others to use the service; 10.The determinants of intention to use e-book reader lending service among students at National Chiao Tung University include performance expectancy, effort expectancy, and social influence. The predictive power of social influence is highest among all determinants. 11.Personal characteristics of the readers including gender, education, academy, digital reading device experience and e-book experience don't moderate the relationships between determinants and intention. According to the findings above, this study provided some suggestions for libraries to promote the service, and future research suggestions.

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.

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.