English  |  正體中文  |  简体中文  |  Items with full text/Total items : 54134/88902 (61%)
Visitors : 10552623      Online Users : 21
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/987654321/87719

    Title: 學習動機與超文本註解模式對學習成效與認知負荷之影響 : 以科技大學學生英語課程為例 =
    Other Titles: Effects of learning motivation and the hypertext annotation format on foreign language reading comprehension and the cognitive load theory of the technology university students
    Authors: 王嘉豪;Wang, Chia-Hao
    Contributors: 淡江大學資訊管理學系碩士班
    楊明玉;Yang, Ming-Yu
    Keywords: 認知負荷;學習動機;超文本註解;cognitive load theory;Learning Motivation;Hypertext Annotation
    Date: 2012
    Issue Date: 2013-04-13 11:34:27 (UTC+8)
    Abstract:   資訊科技與網路的快速進展,平板電腦及智慧型手機的盛行,使得隨時可上網、下載及閱讀電子檔文件,已成為普遍的閱讀行為,在此環境下,若能提供相關的輔助閱讀工具,將有助於學習成效的提升。相關研究指出,若是閱讀外語文章時,提供單字註解,對於文義的理解能有所幫助。綜合以上兩點,超文本註解在閱讀電子檔文件時,即為一項方便的輔助工具,對於外語學習者在進行外語閱讀時更是如此。




    With the rapid advance of information technology and the prevalence of smart phones, tablet PCs, online reading has become a common practice in modern life. The research pointed out that if you read the foreign language(L2), provide annotations can be helpful for understanding of the context. Based on the above two, hypertext annotations therefore stand out as one of the important tools that aid hypertext reading comprehension, especially for L2 reading .

    There is a variety of presentation of Hypertext annotation, including all kinds of combination of text, graphics, video, sound. However, different modes of annotation presentation bring about different degree of cognitive load.
    According to the cognitive load theory, the load incurred during the cognitive process varies with individual differences. The purpose of the present study is to explore whether or not the learners’ cognitive loads imposed by the presentation mode of hypertext annotation will be interactively influenced by learners’ learning motivation.

    This research will consider student’s learning motivation and the hypertext annotation format these two factors, to study the influence of foreign language reading comprehension and the cognitive load theory by experiment method.
    Appears in Collections:[Graduate Institute & Department of Information Management] Thesis

    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