This research highlights the importance of considering the degree students’ integration into school classes when estimating school effects. Combining and using two different datasets collected before and after education reform in Taiwan, the study compares school effects under two different education systems in order to answer the question about the efficiency of education reform. I estimate multilevel growth models to assess how school environments affect changes in students’ initial and change rate of their academic performance across junior high school years. Besides, two-part random-effects models are also introduced into the analyses to testify how school environment influence adolescent performance in their high school enrollments. My results support and extend Blau’s structural theory, revealed that school contexts and school networks directly and indirectly influences students’ performance in their school classes and in their high school enrollments, suggesting students’ outcome are conditioning by the local structure, the school environments. However, through making more friends inside and outside school classes, students still have their own power to modify the environmental impacts on themselves. With respect to the comparisons of school effects on individuals’ performance under two different education systems in Taiwan, the decreasing peer influences and the decreasing significance of school networks indicate that the school effects gradually decline after the administration of education reform. One should note that simply a little change on education system might alter students, parents, and teachers’ behaviors. The decreasing peer effects and the decreasing school effects on students’ academic performance suggesting that students might change their behaviors on interacting with their friends and change their behaviors at schools in order to jostle higher education after education reform. The increasing cram schooling and the increasing significance of family SES support the inference that students modify their behaviors to come up against the education reform in Taiwan. These findings suggest the need for more panel datasets collected from the newly cohorts after education reform was administrated for a period and the need for more studies of education reform and school effects, to have more understanding about the mechanisms of school efficiency.

許多企業的經理人一直在尋求有效的政策以促進員工彼此分享知識。在組織中實施激勵知識分享的政策，因為存在著許多的個人與組織的因素，兩者相互作用會影響組織的成員知識分享的行為，政策的效果很難掌握。在實務上，不同的組織激勵的政策或手段的效果，欲通過田野調查或實驗設計來評估政策所帶來效果及對組織成員行為的影響不容易實現。因此，本研究嘗試運用一項新穎的研究策略-代理人基塑模(agent-based modeling)，經由建構一個人造的世界來模擬組織成員知識分享的行為。在這個人造的社會中，研究者考慮了知識分享的報酬、組織成員的行為策略、行為策略的學習與適應機制、不同組織的群體能力水準、互動的網路、知識的選擇模式與不同的組織激勵政策設計等變數，藉以設計相關的實驗。模擬的結果產生了的幾項有趣的發現： (1) 當分享知識的報酬愈高時，代理人知識分享行為會愈多，無論是在那一種的互動網路、群體能力或分享知識的選擇模式的情況之下。(2) 代理人的互動網路是一項重要影響因素，互動網路扮演著知識流通與行為策略學習的管道，它同時會影響個體知識分享的報酬與行為策略的學習。它可能促成不分享的策略的擴散，可能會提升組織激勵的效果，也可能會增強激勵所帶來的副作用。(3) 個體的知識分享與吸收的能力如果存有差異，則能力較好的代理人將會局部地吸引能力較差的互動對象採用他的策略，即使他所用的不是可以獲致最佳報酬策略。(4) 為促進組織成員分享知識，定期審視固定獎勵的作法可以導致比較好的效果，不但可以提升分享知識的行為，也使代理人比較願意採用傾向分享知識的策略，促成組織信任的氣氛。但是，在某些情況下，可能造成反效果。(5) 最後，根據實驗的結果與研究的發現，研究者建構了一個知識分享之組織行為模型，以做為後續實證研究之參考架構。 / Mangers always look for effective policies to prompt knowledge sharing between members in an organization. It is difficult to evaluate the effect of incentive policies for stimulating knowledge sharing because there are many individual and organizational factors. In practice, it is not easy to assess the effects of different incentive policies or methods by the methods of experiment or field investigation. Therefore, a novel research strategy is applied in this study, which is called agent-based modeling. An artificial world was constructed to simulate the knowledge sharing interactions between members in an organization. This study considers some parameters including the payoff of knowledge sharing, the strategies of members, the learning and adaption mechanism of strategies, collective capabilities, interactive network, the selection methods of sharing knowledge and incentive policies to design experiments in the agent-based model. The results of simulations produced some interesting findings: (1) the higher the payoff of sharing knowledge, the more the actions of sharing knowledge is in spite of any kind of interactive networks, collective capabilities, and the selection methods of sharing knowledge. (2) Interactive Network of agents is an important factor, which plays a role of channel of knowledge transition and strategy learning. It simultaneously affects the payoff of knowledge sharing and learning of strategy. It maybe results in the diffusion of strategy of not sharing knowledge, or enhances the effect and side effect brought by incentive policies. (3) Because of difference between agents’ capabilities, agents with better capabilities will locally attract the ones with worse capabilities to learn their strategies, which even are not the best. (4) To enable sharing knowledge between members in an organization, periodic reward will get better results. It does not only increase the action of sharing knowledge, but also make agents to adop the strategies trending toward sharing knowledge. Periodic reward is helpful to form a trustful organization climate. However, in some circumstances, it may get minus effects. (5) Finally, according to experimental results and research findings, an organization behavior model of knowledge sharing has been constructed for the empirical studies in the future.

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。 / 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.

在民國50年代興建的臺北市整建住宅社區（簡稱整宅）歷經近50年的超值使用及增建、違建的超負荷累贅，已使整宅更新改建議題，成為都市統理者與追求社會公平正義的都市計畫研究學者關注的焦點，自民國70年代就取得整宅更新迫切需求的共識，為何又歷經近30年的整宅更新研究與推動，遲遲不見整宅更新的明顯成效，令無數關心社會邊緣弱勢族群整宅住戶的研究學者苦研其癥結，思謀對策提供都市統理者發揮統合公權力，展現整宅更新決策執行的有效方法。 本研究鑑於整宅更新議題的學術研究，有從公私協力方向做實施思考者，有從容積獎勵的提高思考者，有從政府強制公權力排除整宅更新障礙思考者，其思考方向都在以整宅之外部因素做思量，欠缺由整宅住戶社會網絡結構思考者。而本研究除了關注整宅更新的外部因素，更注重整宅住戶的內部因素，也就是摒棄外部與內部的區隔，融洽內外部的更新因素，統合思考整宅更新的全面因素。 本研究就臺北市整建住宅社區全體23處做研究母體，以臺北市信義區吳興街二期整建住宅社區為研究樣本，做社區個案全體住戶普查，以住戶基本社經資料、社區內外部統合社會網絡互動關係，社區住戶關注的影響更新關鍵因素為問卷調查內容，加上對整宅更新研究學者、更新主管機關承辦人員、更新實施建築業者、更新規劃諮詢推展機構、不動產估價師、建築師及稅務、法律等整宅更新有深入鑽研的相關產、經、學界做全面深度訪談，探尋整宅更新現階段的法令規範，實施推展狀況，研究成果與心得，求出整宅更新現階段的阻礙難行癥結，藉資本研究主題的深入瞭解，使整宅更新的困境較清晰浮現，俾以謀求解決對策。 本研究結論：一、整建住宅社區更新有集體行動困境 二、關鍵行動者有信任危機與道德風險 三、不確定風險的承擔機制薄弱 四、選配房屋意願不容易滿足 五、建築融資責任主體有爭議 六、期待利益超越現實 七、政府對整宅社區更新輔導態度消極 本研究提出建議：一、政府依法展現公權力，強制排除非理性反對更新者，積極參與更新推展過程 二、建立社區強聯結管道，透明更新作業系統，爭取社區認同與支持 三、建立風險管控機制 / The Taipei Resettled Tenement Communities were formed in the early years, However; Resettled projects are stalled mostly by reasons of － over usage, increasing buildings and buildings constructed without licenses. Those reasons make resettled tenement communities become to be a new issue to a lot of researchers and scholars. Renewal and /or reconstruction are urgent needed in these communities nowadays. According to academic researches of renewal issue, there are thinking points from public and private interests and bonus regulation, but there is no taking point from the social network of reconstruction. Not only the renewal elements of resettled tenement, but also the residents are the focus of my research. Through those elements deliberate the impacts of renewal. The research takes 21 resettled tenement communities of Taipei city as a population. During the communities the second period of the resettled tenement community in Wu-Xing St as a research sample carries out a census. From those residential backgrounds, interaction of social network in communities and the impacts of renewal as the questionnaire and makes an in-depth interview from people of industry, economy and academy. The key of the questionnaire consists of residential background, interaction of social network in communities, the impacts of renewal and the interview of specialists in industry, economy and academy. Finally, we can understand the bottleneck of renewal and the strategy for solution. It concluded in seven points: (1) the dilemma of collective actor. (2) the crisis from key actor. (3) the weak mechanism to uncertainly risk. (4) the unsatisfied willing of chosen house. (5) the debt in reconstructed finance. (6) the overtaking interests. (7) the passive attitude from government. It provided several suggestions that one is government should exclude irrational against in forced and positively to participate the process of renewal. The other is to build up connection in community, to purify the work of renewal, and to strive for support and identification in community. Thirdly is to build up mechanism to carry on risk.