視覺化閱讀歷程系統於國小身教式持續安靜閱讀之應用;Application of Visual Reading Portfolio System to Enhance Modeled Sustained Silent Reading in Elementary School

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Title:	視覺化閱讀歷程系統於國小身教式持續安靜閱讀之應用;Application of Visual Reading Portfolio System to Enhance Modeled Sustained Silent Reading in Elementary School
Authors:	鍾衍震;Chung, Yen-Chen
Contributors:	網路學習科技研究所
Keywords:	知識圖譜;學習分析儀表板;身教式持續安靜閱讀;數位學習歷程檔案;閱讀偏食;Knowledge Graph;Learning Analytics Dashboard;Modeled Sustained Silent Reading;E-portfolio;Reading Preference
Date:	2022-07-27
Issue Date:	2022-10-04 12:07:14 (UTC+8)
Publisher:	國立中央大學
Abstract:	在現今社會中，閱讀能力是決定個人競爭力的關鍵因素，閱讀可影響蒐集、理解、判斷與運用資訊之能力。研究指出，閱讀動機為學生學習閱讀技能與培養閱讀習慣的關鍵之一，因此保持與增進學生的閱讀興趣及習慣為值得關注的議題。過往的研究指出，影響閱讀能力的成功因素除了詞彙知識外，更重要的是學生閱讀書籍的廣度和深度。當學生有閱讀偏食的情況時，教師可能礙於教學時間有限無法指導學生如何篩選書籍及進行閱讀理解策略教學，而學生的閱讀狀況難以追蹤亦增加幫助學生制定閱讀方向的難度。近年來網際網路及多媒體蓬勃發展，遂使學習歷程檔案逐漸邁向數位化以輔助教師監控學生學習歷程與行為。因此，本研究開發基於知識圖譜之視覺化閱讀歷程系統以提供師生以閱讀歷程儀表板。該系統整合知識圖譜技術，透過學習分析儀表板呈現個人或同儕借閱書籍狀況的閱讀圖譜，可助於學生或教師瞭解個人的閱讀行為與狀況。本研究將系統融合至學習環境中，針對桃園市某國小四、五年級學生共35位，展開為期 6 周的閱讀引導，以探討系統介入後學生閱讀理解能力、閱讀動機和自我調節、閱讀廣度與閱讀深度之影響。本研究結果表明，在使用系統後，學生有選擇難度更深、主體更廣的書籍閱讀的趨勢，其中閱讀圖譜扮演著重要的媒介，可引導學生並激發他們選擇其他主題或深度的書籍；另外，相較於高閱讀能力組學生，閱讀圖譜更能夠幫助低閱讀能力組學生提升閱讀理解能力，尤其更能改善低閱讀能力組學生的閱讀偏食情形。關鍵字：知識圖譜；學習分析儀表板；身教式持續安靜閱讀；數位學習歷程檔案；閱讀偏食 ;Reading ability is the crucial factor that determines personal competitiveness nowadays, which can affect the capability of gathering, comprehension, judging and utilizing the information. Researchers indicate that motivation is critical in students′ reading behavior and habit. Therefore, maintaining students′ reading motivation and habits deserves our attention. In addition to vocabulary recognition, the breadth and depth degree of books students choose to read is also critical factor affecting reading ability. However, teachers seldom instruct students on how to select the books. It is also difficult for teachers to track students′ reading status to set their reading direction. With the development of internet technology, E-portfolio is a helpful tool for the teacher to monitor students reading behavior. This study develops the visual reading portfolio system based on a knowledge graph to provide teachers and students with a dashboard indicating the reading status of individuals and peers. In addition, this study integrates the system into an elementary school for 35 fourth and fifth-grade students. The reading and behavior data in 6 weeks are collected and analyzed to explore students′ reading comprehension, motivation, self-regulation, and reading behavior. The results indicate that the reading graph is an essential medium in guiding students to choose unfamiliar book topics or deeper-level books. Moreover, compared to students with higher reading comprehension, the knowledge graph is more helpful in enhancing students with lower reading comprehension, and significantly improves reading preference.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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