The Significance of Annotation in Networked Learning Materials on Information Searching Behaviors

• Main Authors: RUNG-TSAN MA, 馬榮燦
• Other Authors: Chi-Syan Lin
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/08255285404634628518

碩士 === 國立臺南大學 === 資訊教育研究所教學碩士班 === 90 === The purposes of the study are to design an annotation mechanism of networked learning materials for adding the value through interaction of the learners to the materials. In addition, the annotation could assist learners in information evaluation and filtering. Furthermore, the study wants to investigate the significance of annotation with comparison between learners who use annotation and learners who do not use annotation in terms of information searching behaviors. The study collects experimental data from 1,024 students who have participated in the networked project-base learning activity. The data are analyzed based on the score in the degree of information satisfaction, the frequency of annotation made, and the frequency in navigating the unwanted websites. The One-way ANOVA and Chi-Square tests have been applied in statistical analysis. The followings are the conclusions of the study: 1. There are significant differences in information satisfaction among different information evaluation modes. 1) Navigating the websites directly from the result list of retrieval is the most popular mode of information evaluation for elementary school students. 2) There are no significant improvements in information evaluation with browsing the abstract in retrieval before navigating the web sites. 3) It is the best mode of information evaluation in meeting the information satisfaction with browsing both the abstract and annotation in retrieval before navigating the web sites. 2. Browsing the annotation in retrieval does not provoke the intention of making annotation. 3. Browsing the annotation could prevent the mistake of navigating unwanted web sites. There are several suggestions have been made based on results of the study, hoping that educators and researchers would take them as references for the future study or in the application.