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題名：小螢幕之動態中文文本閱讀
作者：簡佑宏 引用關係
作者(外文)：Yu-Hung Chien
校院名稱：國立臺灣科技大學
系所名稱：設計研究所
指導教授：陳建雄
學位類別：博士
出版日期：2007
主題關鍵詞：動態顯示；動態文本；快速序列視覺呈現技術；小螢幕；閱讀理解力；Dynamic display；Dynamic text；Rapid serial visual presentation (RSVP)；Small screen；Reading comprehension
原始連結：連回原系統網址new window
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隨著可攜式行動設備的普及，使用者透過小螢幕設備閱讀資訊的活動日益頻繁。然而，此類設備經常受限於過小的螢幕面積，每一次以靜態顯示呈現的資訊量相當有限。因此尋求新的方式，提昇小螢幕行動設備的文本顯示績效，乃是當前重要的研究議題。
本論文之研究目的在於解決小螢幕呈現資訊不足的問題，企圖以時間換取空間的動態顯示方式，提昇使用者於小螢幕設備的閱讀績效。本論文透過三個實驗進行中文動態顯示之相關研究。實驗一與二以模擬介面進行研究，實驗三則將動態文本透過程式撰寫植入實際小螢幕設備進行研究。
實驗一在三種螢幕尺寸的小螢幕設備上，調查三種動態顯示 [捲軸式 (scrolling)、前導式 (leading) 和快速序列視覺呈現 (rapid serial visual presentation, RSVP)] 對受測者閱讀理解力的影響，並在筆記型電腦螢幕上比較動、靜態顯示的差異。結果顯示，RSVP 可為替代靜態資訊閱讀之動態顯示。
實驗二模擬 PDA 顯示螢幕，針對 RSVP 探討相關設計因子對小螢幕中文閱讀的影響，包括兩種中文字型 (細明體和標楷體)、三種配速 (171、260 和 350 cpm)、兩種字級 (12 和 28 pt) 和三種不同的 RSVP 呈現方式 (以字為單位、以片語為單位和以句為單位)。研究結果顯示，配速和呈現方式兩個因子具顯著差異地影響受測者的閱讀理解力，並且具有顯著差異的交互作用。以字和句為單位的 RSVP，配合 260 cpm 之配速，可以取代靜態文本，促進中文資訊的閱讀。
實驗三透過 Sony Ericsson 智慧型手機 P910i 的顯示螢幕，再次探討配速和呈現方式等兩個因子，並根據中文書寫的特性，增加 「文本呈現方向」 因子的探索；此外，亦對 「不同使用階段」 此一因子加以研究，以釐清受測者可能產生的學習曲線效應。另外，本階段亦透過雙重作業之實驗設計探討受測者的心智負荷，並結合受測者事後主觀偏好問卷的量測，調查動態文本的適用性。實驗結果顯示，配速和呈現方式仍具顯著差異地影響受測者的閱讀理解力，並且亦具顯著差異地影響受測者的心智負荷和事後主觀偏好。文本呈現方向和不同使用階段等兩個因子，對受測者之閱讀理解力、心智負荷和事後主觀偏好則無顯著影響。本文對上述三個實驗研究結果、可能成因與實際可行的應用方式予以詳細討論。
Along with the ubiquity of mobile appliances, users increasely utilize small screen devices to read text information. However, a small screen resembles a small window through which only a limited amount of information is visible at one time. Thus, there is a need to develop new approaches for displaying large amounts of information efficiently on small screen displays.
The purpose of this study is to apply a new method which is called dynamic displays for improving reading comprehension on small screen device displays. Three experiments were conducted in this study. Among the three experiments, the first and second experiments were conducted using simulated interfaces. In the third experiment, a real small screen device embedded dynamic text application was used as an experimental interface.
The first experiment examined the effects of three dynamic displays [leading, scrolling, and rapid serial visual presentation (RSVP)] on reading comprehension for different types of small screens for laptops, personal digital assistants (PDAs), and mobile phones. Additionally, the three dynamic displays were also compared to a static display. The results of the first experiment indicated that RSVP was a viable alternative to the static display for improving reading comprehension on a simulated PDA display.
In the second experiment, an investigation was performed to examine the effects of Chinese typography (true type and standard Kai type), speed [350, 260, and 171 characters per minute (cpm)], font size (12 and 28 pt), and presentation method (sentence-oriented, phrase-oriented, and character-oriented method) on reading comprehension for RSVP displays. The results of the second experiment indicated that speed and presentation method were significant factors for reading comprehension. Moreover, the interaction between speed and presentation method also significantly affected reading comprehension. Overall, the sentence-oriented and character-oriented RSVP displays, with speed setting at 260 wpm, could to be a viable alternative for presenting Chinese text on small screens instead of a static display.
The third experiment was conducted on an interface of a smart phone (P910i, Sony Ericsson) to perform a duplicate investigation on speed and presentation method which were the critical factors for RSVP displays in the second experiment. Due to the specific characteristic of Chinese writing system, the factor of text flow orientation was examined in this experiment as well. Additionally, the factor of stage of usage was also examined in order to clarify learning cure effect. Moreover, the third experiment was conducted in a dual-task scenario (namely a search task for static information and a reading task for RSVP-display information) to examine the effects of all RSVP design factors on reading comprehension, mental workload, and subjective preference rating. Consequently, a dual-task experiment was performed to investigate the effects of presentation method (character-by-character, word-by-word, and one-line format), speed (260, 350, and 430 cpm), and text flow orientation (vertical and horizontal orientation) of RSVP-display information on visual performance during different stages of usage (whether current usage is the first, second, third, fourth, or fifth day of usage) for a small screen device display. The results of the third experiment demonstrated that the RSVP-display design factors did not distract participants from static-information search tasks but affected reading comprehension for RSVP displays. The factors of speed and presentation method not only significantly influenced reading comprehension but also mental workload and subjective preference rating. Finally, the possible application of RSVP displays and the implications of these findings on reading Chinese text are discussed.
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方金雅、鍾易達、邱上真 (民 87)。國小學童閱讀摘要能力評定規範之發展。輯於台南師範學院測驗發展中心主編，國小教學評量的反省與前瞻 (頁 123-137)，台南：台南師範學院。

林清山譯（民 79）。教育心理學：認知取向。台北：遠流出版社。

施能宏 (民 88)。淺談兒童的閱讀理解。國教輔導，38 (5)，19-23。

喻柏林 (民 78)。語言單位大小在短時和長時記憶中的效應。心理學報 (中國)，21，1-7。

張玉茹 (民 90)。如何看得更清楚－談閱讀教學。教育研究資訊雙月刊，9 (3)，32-51。new window

蔡介立 (民 89)。從眼動控制探討中文閱讀的訊息處理歷程：應用眼動誘發呈現技術之系列研究。國立政治大學心理學研究所博士論文，未出版，台北市。new window

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