碩士 / 國立臺灣師範大學 / 應用電子科技學系 / 102 / As digital reading is becoming more and more important in the digital age, many studies pay attention on developing collaborative reading annotation systems to assist digital reading for promoting reading comprehension performance. However, learners easily, generate cognitive load when they navigate a large amount of generated annotations and frequently suffer difficulties in understanding the text structure while reading digital texts with the support of the collaborative reading annotation system. To promote the text structure comprehension and reduce cognitive load while performing digital reading activity with the support of the collaborative reading annotation system, this study develops a reading navigation map on a collaborative reading annotation system for helping learners to understand text structure easily and knowing the positions and the amount of different types of annotations. Seventy-three Grade 5 students were recruited from three classes of an elementary school in Taoyuan County, Taiwan to participate in the instruction experiment and three classes were randomly assigned to experimental group 1, experimental group 2, and control group. The experimental group 1 and experimental group 2 used the collaborative reading annotation system with reading navigation map and the control group used the collaborative reading annotation system without the reading navigation map. During the instruction experiment, the learners of experimental group 1 and control group could fully access their own private annotations and peers’ annotations, while the experimental group 2 performed a two-stage reading activity that could only access their own private annotations in the first stage and could fully access their own private annotations and peers’ annotations in the second stage. Analytical results show that, the use of reading navigation map with fully access of collaborative reading function could reduce the cognitive load of male learners. And the use of reading navigation map with two steps of reading activity could enhance text structure comprehension, especially for the female learners and the field dependent learners.
| Identifer | oai:union.ndltd.org:TW/102NTNU5427011 |
| Date | January 2014 |
| Creators | 呂婷芸 |
| Contributors | , 陳志銘, 洪欽銘 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 72 |
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