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題名：電子童書之互動程度對三年級與五年級兒童閱聽成效之影響
書刊名：教育資料與圖書館學
作者：周怡君／伊彬 引用關係
作者(外文)：Chou, Yi-chun／I, Bin
出版日期：2008
卷期：45:3
頁次：頁371-401
主題關鍵詞：電子童書；互動程度；閱聽成效；年齡；性別；Electronic children's book；Interactive level；Reading effect；Age；Gender
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:102
  • 點閱點閱:60
互動程度對電子書閱聽成效之影響力未有定論。本研究期望了解不同互動程度對不同性別、年級兒童閱聽電子童書之成效所造成的影響。本研究設計為一2×2×3之三因子獨立樣本實驗，以基隆某國小159名三年級與152名五年級學童為研究樣本；採用現有網路電子童書修改後為刺激物，操控無、低、高三種互動程度。藉由實驗與問卷了解不同互動程度是否影響不同年級與性別之參與者的閱聽成效。研究結果發現：一、年齡與互動程度交互影響整體閱聽成效，低互動能加強三年級的閱聽成效；二、低互動增強三年級圖像記憶表現，高互動則造成干擾；三、高互動在任何條件下皆未帶來任何顯著的助益；四、女生有較良好的整體閱聽成效表現；五、具備電腦設備與網路經驗正面影響閱聽成效，而電子書的閱聽經驗則否；六、電子書的閱讀經驗有巨大的區域性差異。
This research studies shows different impact of interactive levels of electronic children's book (ECB) on reading effect for children with different age and gender. The high interactive function of ECB seem to enrich the reader's sensory experiences, but learning obstacles could hide behind the attractive functions. The debates of influence from interactivity in ECB still remain. This research was achieved through a 2×2×3 three-factorial individual experiment and a questionnaire. In total, there were 159 third graders and 152 fifth graders recruited from Keelong City for this research. The stimuli were images modified from an online electronic book to control three interactive levels, which were “no interactivity”, “low in interactivity”, and “high interactive” levels. The participants answered a series of questions after watching and/or playing with one of the stimuli. The results suggest: 1. There was significant interaction between the interactive level and age which influences reading effect. The low interactive level significantly increased the nine-year-olds' total reading effect, but interactive levels did not influence the fifth grader's performance at all. 2. For the performance of image recall, the third grader's reading effect was significantly increased by low interactivity; the high interactivity, on the other hand, did not help increase the reading effect. 3. The girls had significantly better performance for the total reading effect. 4. The children who have computers at home and more Internet experience performed better in the total reading effect than those who have no access to such equipments. On the other hand, past experience of reading ECB was not influential. 5. The percentages of children who have reading experience of ECB differ greatly from city to city.
期刊論文
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會議論文
1.伊彬、鄧逸平、林慧雅(2005)。臺灣民間出版兒童圖畫書插畫風格分布與相關意義。屏東：國立屏東師範學院。193-211。  延伸查詢new window
研究報告
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學位論文
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3.嚴淑女(2000)。網際網路與兒童文學創作空間之研究(碩士論文)。臺東師範學院，台東市。  延伸查詢new window
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圖書
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11.郭禎祥(2001)。藝術教育多媒體教學研究與設計。藝術教育多媒體教學研究與設計。臺北市。  延伸查詢new window
12.吳敏而(1993)。摘取大義的教材教法。國民小學國語科教材教法研究，第三輯。臺北縣板橋市。  延伸查詢new window
13.胡曉峰、吳玲達、李國輝、老松楊(1996)。多媒體系統原理與應用。多媒體系統原理與應用。臺北市。  延伸查詢new window
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15.Varnhagen, C.、Daniels, J.、Takach, B.(2002)。Children's Visual Representation of Information Presented in Print and CD-ROM Encyclopedias: Implications for Research-based Design。Educational Multimedia, Hypermedia and Telecommunications。Chesapeake, VA。  new window
16.Escobar, G.(2000)。How to Be Innovative Designing Educational and Interactive Environments for Children。Educational Multimedia, Hypermedia and Telecommunications。Chesapeake, VA。  new window
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圖書論文
1.徐新逸(1999)。教學科技與教學情境的設計--淺談情境學習論對未來教學型態之影響。教學科技與教育革新。臺北市：師大書苑。  延伸查詢new window
2.Shiratuddin, N.、Landoni, M.(2000)。Flexibility and Facilities in Children's Electronic Textbooks。Educational Multimedia, Hypermedia and Telecommunications。Chesapeake, VA：AACE。  new window
 
 
 
 
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