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

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.

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.

本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下： 一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。 二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。 三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。 四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。 五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。 六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。 七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。 八、高中生學習抒情類文言文時需要較多元的閱讀策略。 九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。 最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。 關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below: 1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension. 2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation. 3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance. 4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese. 5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension. 6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group. 7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese. 8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese. 9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System. Finally, suggestions were put forward as references for Literary Chinese teaching and future researches. Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation

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

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.

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.