The Study on Relationship between Digital Reading Cognitive Loading and Comprehension among Fifth Grade Students of Elementary Schools in Penghu

• Main Authors: CHEN, YA-WEN, 陳雅雯
• Other Authors: CHEN, SHIN-FENG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/28614071577371077114

碩士 === 國立屏東大學 === 生態休閒教育教學碩士學位學程 === 105 === This study is aimed to understand the current state of digital reading cognitive loading and comprehension among fifth grade students of elementary schools in Penghu. Based on various background of the students, analyze the difference of digital reading cognitive loading and comprehension, and further explore the correlation between digital reading cognitive loading and comprehension through online reading contents. Recommendations based on the findings in this study are made for government officials, schools, parents, and future researches. Digital questionnaires and digital texts designed by Chen(2014) are conducted to gather data of the elementary schools in Penghu area. 212 fifth grade students of elementary schools in Penghu county were selected by stratified purposive sampling. As a result, 200 valid questionnaires were retrieved. Analysis methods involved using descriptive statistics, t-test, one way ANOVA and Pearson’s product-moment correlation statistical methods. The result can be described as the following: 1. Students score moderately for digital reading cognitive loading. 2. Students score lowly for digital reading comprehension. 3. Students who have a good reading environment and read everyday belong to a high level of consciousness to digital reading cognitive loading. 4. Students whose parents have a medium social-economic status, and who live in the Penghu island, have a good reading environment and read everyday perform the best digital reading comprehension.