| Summary: | 博士 === 國立中正大學 === 資訊工程研究所 === 104 === The advent of information and communication technology does not only provide the richness of information but the unlimited accessibility of information. It profoundly affects the reading behavior of people who born as digital natives or digital migrates. Online Reading is evitable that people gradually accept it as a source of acquiring knowledge other than printed reading. However, the popularity of online reading encourages the growth of electronic resources. These materials that possess the characteristic of the fragmental structure will hinder the development of reading skills, especially reading comprehension. Thus, the survey of online reading materials, usually presented as digital contents, is the principal objective of the present study.
Since multimedia has become an important media to convey visual and audio information over the internet, the reading material that presented in multimedia form will benefit the progress of online reading. With the perspective of individual difference, the individuals who prefer processing information in verbal orientation or visual orientation still need further exploration. Thus, the present study provides a different presentation of online digital contents that based on the comparison of reading motivation and the verbal and visual cognitive styles. Experiment one provides book information with introductory videos and web pages to observe the difference in readers’ reading motivation. The second experiment employees a “flipped classroom” that students are asked to finish watching the videos that introduce Calculus in English before classes begin then attend the classroom activities for improving the retention of core Calculus keywords. This experiment mainly explores the impact of reading motivation on two different styles- visualizers and verbalizers. The last experiment proposes a website system that support students to practice text summary though online highlighting policy which based on the concept of scaffolding theory. The observation of pupils’ reading motivation also applied with visual and verbal cognitive, but additional comparisons were made based on different form in digital contents presentation. The goal of this study focuses on the display types of digital contents and the impact of reading motivation on these various cognitive styles.
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