本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。 為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。 研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。   最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。 / To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance. To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level. The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.

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

本研究在合作式數位閱讀環境中發展了一套「知識標註學習系統」，可以支援多人同時針對一篇數位文本進行閱讀標註與互動討論，以提升讀者閱讀的深度與廣度。此外，本研究更進一步地以專家評估法設計「知識萃取機制」，用於判斷讀者閱讀標註的重要度。 「知識萃取機制」是基於讀者閱讀標註中所蘊含的閱讀理解策略與閱讀技巧，以及合作式閱讀社群中產生的標註共識，考量了「標註範圍長度」、「標註範圍詞性」、「標註範圍位置」、「標註策略類型」、「標註範圍共識」與「標註喜愛共識」等六項因素，以專家評估法制定的標註重要度模糊隸屬函數來評定各因素的重要度並量化為「標註因素分數」指標，最後將六項因素以模糊綜合評判進行推論，再將推論結果解模糊化而成為代表標註重要度的量化指標「標註分數」。基於「知識萃取機制」所計算代表標註重要度的「標註分數」，可作為讀者進行閱讀標註是否不佳的判斷，並據此提供標註技巧建議與優質標註內容推薦的「標註建議」，以幫助讀者提昇閱讀理解能力。 為了驗證「知識萃取機制」計算「標註分數」的有效性，以及探討未來改善「知識萃取機制」和可加入的考量因素與適性化設計的可能方向，本研究以單組後測設計規劃實驗，並以國立政治大學圖書資訊數位碩士在職專班19位學生作為實驗對象，進行一份數位學習論文的合作式閱讀標註學習，並於實驗後評估實驗對象閱讀文章之後的閱讀理解能力，作為評鑑「知識萃取機制」計算方式是否有效的指標。最後再以問卷蒐集實驗對象對於「知識萃取機制」的意見，歸納成為未來研究改善的參考依據。 研究結果發現，本研究所提出「知識萃取機制」中計算標註重要度的「標註分數」與實驗對象的閱讀理解能力呈現低度正相關，一定程度地證實了「知識萃取機制」計算方式的有效性。而「知識萃取機制」六項考量因素中，「標註範圍長度」與「標註喜愛共識」為分辨實驗對象閱讀理解能力的關鍵因素；「標註策略類型」與「標註範圍詞性」的標註重要度模糊隸屬函數有待修正；「標註範圍共識」與「標註範圍位置」為無效因素，但這可能是受到計算方式錯誤與閱讀文章類型的影響，未來仍有待進一步評估。在未來發展方面，系統操作標註行為頻率越高，實驗對象的閱讀理解能力也有較高的跡象，未來可以將其納入「知識萃取機制」作為考量因素之一；而閱讀理解能力較差的實驗對象，呈現出比較不願意回應「標註建議」與較常使用社群互動的現象。本研究歸納可能原因為實驗對象自身的閱讀素養不成熟，以至於無法判斷「標註建議」的正確性，而需要參考他人閱讀標註。 未來研究可針對本研究的實驗對象與閱讀標註資料進行更深入的分析，並且將改良後的「知識萃取機制」擴大至探討其他類型的數位文本閱讀標註與實驗對象。也可以搭配認知策略教學法建構閱讀教學鷹架，或是將「知識標註學習系統」用於支援數位典藏與數位圖書館閱讀學習，以激發更多不同領域的應用研究。 / Based on the concept of cooperative reading learning, the study presented a cooperative reading annotation system termed as "Knowledge-based Annotation Learning System (KALS)", which can support cooperative reading annotation while reading a common text-based digital material, to accumulate reading knowledge and to promote readers’ reading comprehension abilities. Through KALS, readers could freely increase annotation for any text words on a text-based digital material with HTML format. Readers can also share and discuss the contributed annotation with other readers via interaction interface in KALS. Furthermore, this study also developed an intelligent Knowledge Extraction Mechanism (KEM), which can mine the quality annotation knowledge and annotation skills based on a large amount of readers’ annotation archived on KALS, to further promote reading comprehension of readers via on-line recommending high quality annotation knowledge and good annotation skills to readers. KEM employed fuzzy synthetic decision approach to quantify each reader’s annotation as a numeric index termed as "Annotation Score" under simultaneously considering two annotation consensuses including anchor consensus and favorite consensus, and four annotation features including anchor length, part of speech of anchor word, anchor location and annotation strategy. In a manner, "Annotation Score" can represent the importance of reader's annotation. Thus, KEN uses "Annotation Score" to determine which annotation needs the suggestion of annotation skill tips, and which high-quality annotation can be recommended to readers. At the same time, readers are encouraged to reflect their annotation behavior based on the suggestion of annotation skill tips and high-quality annotation recommended by KEN, and are asked to respond the feedback from KEM. To evaluate the effectiveness of the proposed KALS with KEM, the study designed an experiment to collect readers' annotation behavior after readers read an assigned text-based digital material, and then assessed readers’ reading comprehension ability. Reading comprehension ability was used to verify the effectiveness of "Annotation Score" inferred by KEM and to explore the potential factors that can improve KEM. In the designed experiment, participants were 19 graduate students of E-learning Master Program of Library and Information Studies of National Chengchi University who took the course of Integrating Information Technology into Teaching. All participants were asked to read an academic paper related E-Learning issue based on the support of KALS with KEM during two weeks. Moreover, they had to finish a reading report and accept a test of reading comprehension after finishing reading learning activity. The report and test were served as the measurement of participants' reading comprehension. The experimental results show that there is a low positive correlation between "Annotation Score" and participants' reading comprehension score, thus confirming the effectiveness of the proposed KEM. Furthermore, KEM could be improved by adjusting the annotation importance calculation approach of part of speech anchor word and annotation strategy. This study also confirmed that the considered factors of KEM should eliminate two factors including anchor consensus and anchor location. Additionally, future study should consider adopting frequency of annotation behavior as considered factors of KEM. Moreover, the experimental results also show that participants with low level of reading comprehension ability have higher need of community interaction than participants with high level of reading comprehension ability while using KALS for reading learning, and they are difficult to confirm whether the recommending tips of annotation from KEM is correct or not. Obviously, exploring the difference of participants’ annotation behavior between different levels of reading comprehension abilities provides benefits to develop adaptive functionalities of KEM 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.