English  |  正體中文  |  简体中文  |  Items with full text/Total items : 57524/91039 (63%)
Visitors : 13494226      Online Users : 437
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/108415

    Title: Media Presentations on the Reading Attention and Comprehension of Taiwanese Elementary School Students
    Authors: Ku, David Tawei;Cheng, Yu-Mei
    Date: 2016-12-12
    Issue Date: 2016-11-25 02:10:44 (UTC+8)
    Publisher: Association for the Advancement of Computing in Education
    Abstract: We adopted an experimental design to investigate the effects of various media presentation modes on the reading attention and comprehension of Taiwanese elementary school students. The participants comprised 138 students from 4 classes of third grade elementary school students from New Taipei City, Taiwan. The participants attended 5 short stories presented in 4 different modes. Following the treatment implementation, we adopted a comprehension test, the reading attention inventory (RAI), and a classroom behavior observation sheet (BOS). The results show that the overall effects of media presentation differences on students’ attention are non-significant. However, students’ selective attention for the narration with the screen text (NS) group was substantially greater than the narration–only (NO) group. Students in the NS group demonstrated longer sustained attention spans than those in the NO group. According to the BOS, the NO mode reached the highest distraction rate (31%), compared to the lowest NS mode (9%). Reading comprehension scores also have a strong positive correlation with RAI (r = .989) and BOS (r = .954), which indicates that higher attention rates produce higher reading comprehension scores.
    Relation: Journal of Educational Multimedia and Hypermedia 25(3), pp.269-286
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

    Files in This Item:

    File SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback