近年來，由於網際網路的興起，網際網路已成為新聞媒體重要的傳播管道之一，許多新聞網站如雨後春筍般的成立，而讀者也樂於使用這類更加便利、高互動性的新聞網站。但是媒體使用網路作為傳播管道，同時也面臨在傳統傳播模式所未遭遇的新挑戰，網路新聞媒體被迫需要創造獨特的內容吸引使用者，也需發展具黏性的社群經營服務，才能與其他具有類似社群互動機制的Web 2.0網站一較長短，留住廣大的使用者群。 本研究嘗試利用新聞為日常生活人們獲得資訊不可或缺管道的獨特優勢，提出一套有效利用新聞使用社群集體智慧(Collective Intelligence）機制，能夠自動化依據使用者顯隱性回饋，針對每篇新聞分析出分歧度、熱門度、話題性三個社群資訊，並以上述三個社群資訊挑選出合適的焦點新聞，以此促進新聞社群使用者對於焦點新聞的討論與互動，進而提昇新聞傳播的效益與新聞社群的凝聚力。實驗結果證實，本研究所提出的機制確實能夠探勘出滿足大多數使用者關注焦點新聞資訊的需求，並且對於輔助記者掌握讀者對於新聞資訊需求及促進新聞社群經營方面都有很大的助益。 / In recent years, due to the rise of the information and communication technologies, the internet has become one of most important communication channel for Journalism. A long with drastically flourished on-line Journalism, models of readers’ information reception changed while they are enjoyed more convenient and interactive websites providing instant information. At the same time, while mass media utilize internet as communication channel, it has also brought unprecedented challenge to traditional communication. On-line Journalism has not only need to create unique content (information) to attract readers; but it also need to develop a more engaging community management services to interact with other communities with similar mechanisms of Web 2.0 sites to retain user’s attention. This study attempts to exam the proposed on-line journalism system for University Press community, which could automatically analyze readers’ community dataset of University newspaper; including opinion deviation indicators, popularity indicator, and topicality indicator of each news (information). This system selects targeted news (information) according to above indicators to promote discussion and interactivity within readers’ community in hope to promote efficiency of news (information) communication and engagement within readers’ community. Experiment results reveal this proposed mechanism could satisfy most readers’ need for headline news; as well as assist Journalists’ understanding on their readers’ need while promoting on-line journalism social networking management.

本研究發展可以在任意網頁上進行閱讀標註之合作式閱讀標註系統，並透過探勘集體智慧方式，在合作式閱讀標註系統上發展「優質標註萃取」及「達人標註萃取」機制，來輔助學習者進行數位文本閱讀學習，以達到提昇閱讀理解成效的目的。此外，本研究也進一步探討透過「優質標註萃取」及「達人標註萃取」機制過濾掉一部份品質較差的標註，是否可有效降低閱讀標註文本時產生的認知負荷。 本研究將學習者分成實驗組1（達人標註）、實驗組2（優質標註）與控制組（所有標註）三組，並分別進行約80分鐘的合作式閱讀標註學習活動。其中控制組的成員採用「呈現所有標註之合作式閱讀標系統」支援閱讀學習；而實驗組1的成員則透過「呈現達人標註之合作式閱讀標註系統」來進行閱讀學習；實驗組2則透過「呈現優質標註之合作式閱讀標註系統」來進行閱讀學習。合作式閱讀標註活動要求學習者在指定時間內閱讀本研究指定的文本（化學科普之文章），同時利用「合作式閱讀標註系統」進行閱讀標註撰寫與分享。閱讀標註活動結束後，學習者將進行所閱讀文本之閱讀理解評量以及認知負荷量表填寫，據此瞭解學習者的閱讀理解成效及認知負荷程度。 研究結果顯示，採用具有「優質標註萃取」機制所得標註支援閱讀學習，有助於過濾品質不佳的閱讀標註，並提供更簡潔易找尋之優質標註支援閱讀學習，進而提昇閱讀理解成效，由於閱讀時更容易找到所需的優質資訊，因此亦較有助於提昇學習者不同面向概念的閱讀理解成效；此外，本研究基於每位學習者的有效標註，在考量標註層次及標註數量下，評估每位學習者的“標註能力”，採用優質標註支援閱讀學習的實驗組2（優質標註）學習者中，標註能力越高的學習者，其閱讀理解成效也較佳；而本研究將學習者依照閱讀理解後測成績高低，分成高分組及低分組後顯示，控制組（所有標註）與實驗組2（優質標註）的組別中，均呈現出低分組學習者的認知負荷顯著高於高分組學習者的現象；除此之外，本研究比較三組採用不同標註呈現方式之合作式閱讀標註系統進行閱讀學習之學習者時，結果發現，採用三種不同閱讀標註呈現方式組別學習者之認知負荷無顯著差異。 最後，本研究歸納研究者在研究過程及結果中之發現，提出發展結合合作式閱讀標註的有效閱讀學習策略、探討各類型標註眼動行為對於閱讀理解成效影響與擴展合作式閱讀標註系統支援行動閱讀學習等未來研究議題之初步架構，供後續研究參考以進行更深入之探究。 / A Collaborative Reading Annotation System, which can be randomly proceeded reading annotations on any web pages, is developed in this study. Furthermore, Quality Annotation Extraction and Master Annotation Extraction are developed on the Collaborative Reading Annotation System by mining collective intelligence for assisting learners in proceeding reading digital texts and promoting the reading comprehension performance. The effect of removing some bad-quality annotations through Quality Annotation Extraction and Master Annotation Extraction on reducing the cognitive load when reading annotation texts is further discussed in this study. The learners are divided into Experiment Group 1 (Master Annotation), Experiment Group 2 (Quality Annotation), and Control Group (All Annotation) for 80-minute collaborative reading annotation learning. Control Group uses Collaborative Reading Annotation System with all annotations for promoting reading; Experiment Group 1 proceeds reading through Collaborative Reading Annotation System with master annotations; and, Experiment Group 2 applies Collaborative Reading Annotation System with quality annotations to reading. The learners are requested to read the assigned texts (articles of popular science in chemistry) in the assigned period and write and share the reading annotations with the Collaborative Reading Annotation System. Afterwards, the learners are evaluated the reading comprehension of the texts and fill in the cognitive load scale for understanding the reading comprehension performance and the cognitive load. The research results show that utilizing the annotations acquired by Quality Annotation Extraction for promoting reading could filter out unfavorable reading annotations and provide quality annotations, which are more easily searched for promoting reading, to further enhance the reading comprehension performance. Since the quality information can be more easily searched, it could better assist learners in promoting reading comprehension performance in various aspects. Moreover, based on the valid annotations of each learner, the annotation ability is evaluated the annotation level and quantity. Learners with higher annotation ability in Experiment Group 2 (Quality Annotation) present better reading comprehension performance. Based on the reading comprehension post-test results, the learners are divided into high-score and low-score groups. The cognitive load of low-score learners in both Control Group (All Annotation) and Experiment Group 2 (Quality Annotation) is higher than it of high-score learners. Besides, the cognitive load among the three groups applying the Collaborative Reading Annotation System with different annotations to reading does not appear significant differences. Finally, developing effective reading strategies with Collaborative Reading Annotation, discussing the effects of various annotations on reading comprehension performance, and expanding Collaborative Reading Annotation System for promoting mobile reading are proposed as the preliminary framework for future research, with which in-depth exploration could be preceded in successive research.