| 摘要: | 本研究旨在瞭解雲林縣國小高年級學童數位閱讀現況、數位閱讀行為與意向，分析不同人口背景變項學童在數位閱讀動機與閱讀行為的差異，探討學童數位閱讀行為與閱讀意向的相關情形。 研究採用問卷調查法，以雲林縣北辰國小高年級學童為研究對象，總計回收有效問卷365 份。所得問卷資料以百分比、次數分配、平均數分析、t 考驗、單因子變異數分析、Pearson 積差相關、卡方檢定等統計分法進行資料分析。 研究結果發現如下：一、 在學童使用數位閱讀的載具方面以個人電腦及智慧型手機較多；學童數位閱讀的使用經驗以1 年以下佔多數；學童最主要使用數位閱讀的地點是在家裡；學童使用數位閱讀從事的主要活動是以查資料為主；學童進行數位閱讀的內容主題以趣味讀物占多數；數位閱讀主要瀏覽方式仍以從頭開始循序瀏覽為重。二、 數位閱讀動機與數位閱讀使用態度、主觀規範、認知行為控制、行為意向呈現正面相關；數位閱讀使用態度與數位閱讀行為意向呈現正面相關；數位閱讀主觀規範與數位閱讀行為意向呈現正面相關；數位閱讀認知行為控制與數位閱讀行為意向呈現正面相關。三、 在數位閱讀動機上，女性學童比男性學童重視資訊學習的動機；五年級學童比六年級學童重視資訊學習的動機；六年級學童比五年級學童重視社交人際的動機。根據本研究結論，提出相關建議供家長、學校教師、圖書館及未來後續研究者之參考。
The purpose of this research is to know higher grade students in Yunlin county for their digital reading situation, digital reading behavior and intention, to analyze the difference of reading emotions and reading behavior in different population background students, to discuss situations above. This research used questionnaire which was analyzed on higher grade students of Bei-chen elementary school, Yunlin county, effective samples were taken for 365 copies. Those data was analyzed by percentage, frequency distribution, average analysis, t-test, one-way ANOVA analysis, Pearson product-and-deficit, and chi-square test.The results are as below:1. Personal computers and smart phones were used as Reading devices for students. Experience of digital readings for students was under 1 year mostly. Places to use digital readings for students were at homes. Mainly activities for digital readings for students were to look up for information. Topics of digital readings for students were interesting reading matters. Ways of digital readings for students were from top, step by step. 2. Digital reading motivations have positive relations with digital reading using attitude, subjective norm, knowledge behavior control, and behavior intention. Digital reading using attitude has positive relations with digital reading behavior intention. Digital reading subjective norm has positive relations with digital reading behavior intention. Digital reading knowledge behavior control has positive intention with digital reading behavior intention.3. On digital reading motivations, female students paid much attention to the motivation of information learning than male students. Fifth grade students paid much attention to the motivation of information learning than sixth grade students. Sixth grade students paid much attention to the motivation of social interpersonal contact.According to the result of this research, we propose related suggestions to parents, school teachers, librarians and follow-up researchers for reference. |
