國小高年級學生圖文表徵統整歷程之眼動研究;Integrating Text and Pictorial Representation during Children Read Textbook: Evidence from Eye Movements

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Title:	國小高年級學生圖文表徵統整歷程之眼動研究;Integrating Text and Pictorial Representation during Children Read Textbook: Evidence from Eye Movements
Authors:	陳明蕾;襲充文
Contributors:	學習與教學研究所
Keywords:	圖文閱讀;教科書;插圖;眼動技術;閱讀理解;研究領域：教育學
Date:	2011-08-01
Issue Date:	2012-01-17 18:02:57 (UTC+8)
Publisher:	行政院國家科學委員會
Abstract:	國小高年級學生圖文表徵統整歷程之眼動研究 Levin(1983)很早就指出，文中的插圖若使用得合宜，不僅能提昇讀者閱讀的興趣，也能幫助讀者更完整的理解文字訊息，即Johnson-Laird(1983)所說的，能讓讀者在閱讀結束後形成更豐富的心智模式。Mayer (2001)所提出的多媒體學習理論，已清楚的闡述圖文表徵的整合歷程，深受讀者閱讀能力的影響，包括讀者能否有效的判斷圖片中哪些訊息與文字有關，以及能否有效的統整不同類型的知識表徵。國小高年級學生，剛進入「透過閱讀以學習新知的階段」。至今為止，我們對於國小高年級學生是否能知覺課本中的插圖，和過去所熟悉的繪本插圖有不同的角度，以及是否能使用課本所提供的插圖來理解課本的文字內容，所知甚少。近年來，眼動技術在圖文閱讀研究的應用已日趨成熟。因此，本研究擬利用兩年的時間，進行三個眼動實驗來探討插圖在國小學生圖文理解歷程的角色，以及學生利用圖片資訊以理解文字內容的圖文表徵整合歷程，對學生閱讀結束後學習成效的影響。此外，有鑑於圖文整合歷程眼動資料分析的複雜性甚高，本研究也將完成一個能分析並處理圖文閱讀眼動資料的套裝軟體(Text-Graphic Eye Movement Data Processor)，使圖文閱讀眼動資料的處理更有效率。 Integrating Text and Pictorial representation during children read textbook: Evidence from Eye movements A major goal of textbook is to help student understanding concepts and explanations. Current social science textbooks usually include ample illustrations. There is no empirical evidence indicating how student interact with this format, combine information from the available information sources, and create coherence representation. Eye tracking methodology was used in the current study, to examine how students choose entry points and reading paths, and how they integrated text and pictures. However, eye movement method always provides a very rich data set that is highly challenging to analyze and make sense of. The current study will develop a program, called Eye Movement Data Processor for Text and Picture study, to process further data analysis. 研究期間：10008 ~ 10107
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Graduate Institute of Learning and Instruction] Research Project

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