我的書店：以遊戲方式支援閱讀後續活動｜國立中央大學博碩士論文系統

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研究生：	簡子超 Tzu-Chao Chien
論文名稱：	我的書店：以遊戲方式支援閱讀後續活動 My-Bookstore: A Gaming Approach to Supporting Follow-up Activities of Reading
指導教授：	陳德懷 Tak-Wai Chan
口試委員:
學位類別：	博士 Doctor
系所名稱：	資訊電機學院 - 網路學習科技研究所 Graduate Institute of Network Learning Technology
論文出版年：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	110
中文關鍵詞：	身教式持續安靜閱讀、大量閱讀、閱讀後續活動、我的書店、數位遊戲、遊戲式學習、經營遊戲
外文關鍵詞：	modeled sustained silent reading, extensive reading, follow-up activity, My-bookstore, digital game, game-based learning, management game
相關次數：	點閱：19 下載：0
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身教式持續安靜閱讀（Modeled Sustained Silent Reading，MSSR）是一種培養閱讀興趣的大量閱讀模式，強調「成人的楷模示範」與「學生自由選書」，Pilgreen（2000）與Atwell　（2007）進一步指出沒有責任壓力的閱讀後續活動（reading follow-up activity）是促進MSSR成功的重要一環，學生若能夠自由地與其他人分享自己閱讀的感受，將能有效延續學生的閱讀熱情，提升閱讀興趣。雖然閱讀後續活動有助於提升學生的閱讀興趣，但礙於課堂時間與空間的限制，其效果往往大打折扣。隨著網際網路與數位遊戲的發展，結合悅趣化機制與網路互動的數位學習工具，逐漸運用於教學現場，相關的研究課題也如雨後春筍般湧現。但關於如何設計並透過遊戲機制引導學生更積極參與數位學習活動的研究則較為稀少。因此，本研究設計一悅趣化線上書籍推薦系統─「我的書店」，來支援課堂身教式持續安靜閱讀活動。「我的書店」系統主要結合三種遊戲機制 (社交、自我經營、虛擬貨幣獎勵)，引導學生藉由經營自己的虛擬書店，製作書籍推薦內容，透過繪圖、文字、錄音等形式，將讀過的書籍與其他同儕分享。本研究針對某國小一年級兩百多名學生，實施課堂MSSR與使用「我的書店」的狀況，進行為期四年半的觀察與分析，研究結果指出，學生於MSSR閱讀相當大量的書籍，並且透過「我的書店」將讀過的書推薦給其他同學，另外，隨著學生年紀的增加，學生逐漸運用更多系統所提供的推薦功能，來分享他們讀過的書籍。在使用動機方面，大部分學生表示「我的書店」對他們具有吸引力，在與同儕相互推薦書籍的過程使他們感受到快樂與滿足。本研究更進一步分析三種遊戲引導機制對於學生製作書籍推薦的影響，研究結果發現，社交類型的遊戲機制能保有較長期的效果，而虛擬貨幣獎勵機制的影響效果則為最低。

This thesis describes a learning system, named My-Bookstore, where students ‘buy’ (make records of) books (paper books), which they have read, and then ‘sell’ (recommend) the books they like to others. This system is designed to encourage elementary students’ classroom reading and book recommendation. Three incentive mechanisms, including social interaction, self-management and virtual coin rewards, are embedded in the system. The long-term influence of the My-Bookstore system on reading among 204 first-grade students who had used the system for four and a half years (nine semesters) was investigated. The results indicated that: (1) the students borrowed a large number of books and were willing to recommend their favorite books in My-Bookstore; (2) these students tended to use more and more ways to recommend a single book over the semesters; (3) most of the students felt that the overall usage experience of My-Bookstore was positive, and the goal of the game was relevant to their reading. They also had confidence in recommending books, and felt satisfaction when other students accepted their recommendations. Results also showed that (4) the mechanism of social interaction had better long-term effects than self-management and virtual coin rewards.

摘要    i
Abstract    iii
Table of Contents    iv
List of Tables    vii
List of Figures    viii
   Introduction    1
1    Background    1
2    Organization of the Thesis    2
   Literature Reviews    4
1    The Promotion of Reading in Taiwan    4
2    Modeled Sustained Silent Reading (MSSR)    5
3    Follow-up Activities of Reading    7
4    Two Challenges of MSSR    9
5    Technology Enhances Book Recommendation    10
6    Student Model in Learning Systems    11
7    Why Management Games Can Support Follow-up Activities?    12
8    Research Questions    14
   My-Bookstore    16
1    Strategies Applied for Promoting Learning    16
1.1 Information visualization: “Bookstore” as “open student model”    16
1.2 Learning community: “Every” student runs a bookstore    17
1.3 Social interaction: “Recommendation” as “selling”    18
2    Procedure of My-Bookstore    20
2.1    Decorating    20
2.2    Stocking    22
2.3    Selling    23
2.4    Profiting    25
3    Basic learning functions of My-Bookstore    26
3.1    Reading recording    26
3.2    Book recommendation    27
4    Three incentive mechanisms    29
4.1    Social Interaction    29
4.2    Self-management    31
4.3    Virtual Coins Reward    33
   Methodology    35
1    Participants    35
2    Context    36
3    Instruments    37
3.1    Paper records and system logs    37
3.2    Literacy performance test    37
3.3    Perception questionnaire    38
4    Procedure    38
5    Data collection and analysis    40
   Results    45
1    The number of books students borrowed    45
2    The number of books students recommended    47
3    The number of books students reserved and borrowed    49
4    Behavior frequency and behavioral patterns    50
4.1    Behavior frequency analysis    50
4.2    Behavioral sequential analysis    51
5    Literacy performance    57
6    Student’s motivational perception    57
   Discussion    60
1    Using My-Bookstore to realize information visualization    60
2    Using My-Bookstore to build a learning community    61
3    Using My-Bookstore to recommend books    61
4    The social interaction mechanism can facilitate making book recommendations    62
5    The historical checklist is a key function to trigger the effect of social interaction    63
6    Self-management element can facilitate book recommendation behavior    63
7    Game reward has less influence on book recommendation over time    65
   Conclusions    66
1    Main Conclusions    66
2    Contributions    67
3    Limitations and future work    67
References    69
Appendix I: Recording Paper 75
Appendix II: Students’ Book Recommendations 76
Appendix III: The Possibilities and Z-values of Behavior-codes 88
Appendix IV: Sequential Status of Seven Behaviors 93


                                

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