淡江大學機構典藏:Item 987654321/73894
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/73894


    Title: 媒體呈現方式對國小三年級學生閱讀訊息理解與注意力之影響研究
    Other Titles: The effects of media presentations on reading comprehension and attention for the third grade students
    Authors: 鄭玉梅;Cheng, Yu-Mei
    Contributors: 淡江大學教育科技學系碩士在職專班
    顧大維;Ku, David Tawei
    Keywords: 媒體呈現方式;閱讀訊息理解;注意力;Media presentation;Reading Comprehension;attention
    Date: 2011
    Issue Date: 2011-12-28 17:27:21 (UTC+8)
    Abstract: 本研究採實驗設計，將新北市某所國小三年級的學生，四個班級共138人，以五篇短篇故事教材，每篇進行四種不同呈現方式的學習，每組施以相同的閱讀訊息理解測驗、課堂注意力問卷、並進行課堂觀察紀錄及感想訪談。
    蒐集資料完成後，以SPSS18.0 統計軟體進行描述性統計、單因子變異數分析與皮爾森相關係數分析，茲將研究結果簡述如下：
    一、不同媒體呈現方式對國小學童在訊息理解沒有顯著差異。
    二、不同媒體呈現方式對國小學童在整體注意力的表現沒有顯著差異。
    三、接受不同媒體呈現方式對國小學童在選擇性注意力的表現，以語音＋螢幕文 字組顯著優於語音組。
    四、接受不同媒體呈現方式對國小學童在分離性注意力的表現沒有顯著差異。
    五、接受不同媒體呈現方式對國小學童在持續性注意力的表現，以語音＋螢幕文字組顯著優於語音組。
    六、國小學童在整體注意力與閱讀訊息理解上有低度相關。
    This study aimed to investigate the effects of media presentation on students’ attention and comprehension of reading information. The experimental design was adopted in this study and the participants were 138 students of third grade of four classes in New Taipei City elementary school.
    Students were carried out five short stories which presented in four different way. The comprehension test, questionnaire of attention and interviews were adopted after implementation. The major research findings are as follows:
    1. The effects of media presentation differences for students’ information comprehension were found to be of non-significance.
    2. The effects of media presentation differences for students’ attention were found to be of non-significance.
    3. The effects of media presentation differences for students’ selective attention were found to be of positive significance and the group of text with voice was significantly better than the group of voice.
    4. The effects of media presentation differences for students’ separated attention were found to be of non-significance.
    5. The effects of media presentation differences for students’ sustained attention were found to be of positive significance and the group of text with voice was significantly better than the group of voice.
    6. Students’ attention and comprehension of reading information were found to be significant low correlative.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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