Jiàoyù zīliào yǔ túshūguǎn xué (Mar 2008)
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 The Impact of Interactive Levels of Electronic Children’s Books on Children’s Reading Effect
Abstract
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.
