| Summary: | 碩士 === 中原大學 === 工業與系統工程研究所 === 106 === Reading is the basis of acquiring knowledge. In the process of 12-year compulsory education, textbooks are the required material for students to prepare different grade assessments. For junior high school students, the textbooks are also the fundamentals of the comprehensive assessment programs that is the entrance examination of senior high school are based on textbooks. The assessment type and context are like the Program for International Student Assessment (PISA) that focus on assessment of the reading comprehension. The compiled styles of textbooks are extremely crucial for learning autonomy. Well compiled textbooks enhance students reading comprehension, studying attention and efficiency.
There were many studies to discover the process, essential and influence of reading comprehension. However, the literature of reading comprehension about textbooks was scarce. In addition, there were many scholars who studied applying mind mapping to assist teaching different courses for different grade students. Nevertheless, the studies of using mind mapping to teach geography for junior high school students are lack. A lot of research works have been done in exploring learning attention and reading comprehension by using eye-tracking as the major measure instruments, though there has been relatively little research applied Electroencephalogram (EEG) to gathering information. Therefore, this study attempts using EEG to collect attention information of junior high school students while they read geography textbooks. The purpose of this study is to examine if the use of mind mapping would improve the reading comprehension of junior high school student.
In this study, an experiment was conducted to examine the influence of different compiled types of textbooks for reading comprehension and learning attention. The participants consist with 34 male junior high school students and 32 females, respectively. The reading materials are two different compiled modes of textbooks, one is text only while the other is text with 3-level mind maps. Through EEG to track and record participants’ a variety of attention and efficiency, then give a test of the articles to recognize the reading comprehensive. Finally, t-test is used to analyze results for the data. The experiment results reveal that appending 3-level mind maps in textbooks will improve reading comprehension and assistant low-achievement students significantly. The results and conclusions of this study can be a reference for future design of related teaching materials for teachers and publishers.
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