| Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 101 === This study investigated whether different text layout in Chinese text would improve children’s reading speed, cognitive understanding and learning motivation. Text layouts were: three different inserting spaces between words, two different text difficulty and two different text directions. The experiment used a 3 x 2 x 2 between-subject design and involved 93, fourth grade children. In the experiment the children were asked read different text layout for recording reading speed, cognitive understanding and rating learning motivation. The text had been modified according to whether they displayed a whole Chinese character space, a Chinese character space or a standard space; easy or difficult text and different text directions. The results of the experiment showed that overall the children read easy text faster than difficult text. Analysis found that add a standard space text layout was faster to read than other text layout. The results of the cognitive understanding showed that children understood easy text better than difficult one at knowledge. Analysis also found that there was no difference between text layout and text difficulty in learning motivation.The results of this study can be used as a reference material for text editing, teaching materials and the design of the text messages in the future.
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