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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/156635


    Title: 以GenAI為知識工具、輔助中學生的多模態多文本閱讀理解
    Using GenAI as a Knowledge Tool to Assist Junior High School Students in Multimodal Multiple Text Reading Comprehension
    Authors: 賴彥伶;吳俊育
    Lai, Yan-Ling;Wu, Jiun-Yu
    Contributors: 教育與心理研究
    Keywords: 生成式人工智慧;多文本;多模態閱讀理解;閱讀理解策略
    generative artificial intelligence、multiple-text、multimodal reading comprehension、reading comprehension strategy
    Date: 2024-12
    Issue Date: 2025-04-18 10:54:53 (UTC+8)
    Abstract: 隨著生成式人工智慧（Generative Artificial Intelligence, GenAI）科技與工具的進步，身處科技世代的中學閱讀與教學的方式有了巨大的改變。在閱讀不同模態文本資訊的過程中，學生需要一邊思辨、建構並統整資訊，實屬不易。因此，本研究提出在正式學習場域中可用的教學設計，希望能引導學生自主利用GenAI作為知識工具進行多模態多文本閱讀。培育學生養成跨文本內容理解，與多模態資訊整合的能力，藉以維持教育公平性。本研究考量學習者的先備能力，採用準實驗研究方法，檢驗所規劃之「媒體識讀—多模態多文本閱讀理解教學」於正式課程中的學習成效。同時探究學生使用GenAI融入多文本閱讀所用的理解策略變化。此課程為期兩週，以臺灣北區中學生為研究對象。選取一個班級（21位學生）作為實驗組，教師利用課程設計進行多模態多文本閱讀理解教學，引導學生使用GenAI從事思辨、組織和整合信息內容。另一個班級（17位學生）為對照組，實施現場常見的講述教學。研究結果顯示，實驗組學生的網路資訊閱讀態度和習慣，雖不如預期般優於對照組，但在GenAI融入多模態多文本閱讀理解策略的增長，達顯著水準。此外，在面對較難的後測評量，實驗組的閱讀理解學習成效較前測提高，且與控制組之間的差異達到邊際顯著水準。本研究建議經由教師引導與學習單輔助後，中學生可以利用GenAI作為知識工具輔助，根據不同模態文本內容、作者，以及來源判斷線上資訊正確性，並增進其將GenAI融入多模態多文本閱讀理解策略的使用。
    With advancements in Generative Artificial Intelligence (GenAI), junior high school reading and learning methods have transformed significantly. Engaging with multimodal texts requires critical thinking, synthesis, and integration of complex information, presenting challenges for students. This study examines the effectiveness of a “Media Literacy - Multimodal Multiple Text Reading Comprehension Instruction” program integrated with GenAI. Using a quasi-experimental design, the study involved two classes of secondary students in northern Taiwan. The experimental group (21 students) received GenAI-supported instruction focused on high-level thinking and multimodal comprehension, while the control group (17 students) underwent traditional lecture-based teaching. Over two weeks, the experimental group demonstrated significant improvements in GenAI-integrated reading comprehension strategies. Although changes in online reading attitudes and habits were less pronounced, post-test results showed enhanced reading comprehension, with marginally significant differences compared to the control group. The findings suggest that, with teacher guidance and structured support, GenAI can serve as an effective knowledge tool, helping students evaluate online information and apply advanced reading strategies in multimodal contexts.
    Relation: 教育與心理研究, 47(4), 113-141
    Data Type: article
    DOI 連結: https://doi.org/10.53106/102498852024124704004
    DOI: 10.53106/102498852024124704004
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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