不同世代閱讀者學習風格與場所依戀之研究

Abstract

教育思潮不斷變革，閱讀活動逐漸受到重視，而閱讀場所與閱讀者的關係非常密切直接。場所依戀是指一個人對地方所表達出來的功能性依賴與情感上的連結，特定場所是否能提供使用者在功能使用及情感上的滿足，無疑是公共場所設置規劃上所該重視的。而學習風格是學習者對於學習過程的一種偏好方式，是個人在學習歷程或情境中所採取的獨特方式，反映出整體學習行為。 本研究旨在暸解不同世代閱讀者學習風格與場所依戀之關係，因此以公共場所年滿19 歲以上之閱讀者為研究對象，利用便利抽樣法回收389 份有效問卷。統計分析方法包括敍述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 積差相關等，期望研究結果能提供閱讀者、教學者及公共空間設計者在規劃管理上之參考。研究結果如下： 一、不同性別、教育程度、閱讀時間與閱讀類別的閱讀者在學習風格上具有顯著差異。 二、不同世代閱讀者的學習風格具有顯著差異。 三、不同性別、教育程度與職業的閱讀者在場所依戀上具有顯著差異。 四、不同世代閱讀者的場所依戀具有顯著差異。 五、特定世代閱讀者的學習風格與場所依戀間具有相關性。The thoughts and trends of education have always been evolving, and the value of reading has gradually increased. Against this backdrop, readers are highly interconnected with the place where they read. Place attachment refers to a person’s dependency on the function of a place as well as the emotional bond between a person and a place. Whether a specific place can provide users with functions they need and satisfy users’ emotional needs are the most important aspects to be considered when planning public spaces. Learning style is the way a learner prefers to learn. It is a unique strategy one takes under learning processes and situations, and it reflects a learner’s overall learning behavior. This study aims to examine the relationship between learning styles and place attachment among readers of different generations. Subjects of this study are readers above the age of 19 who read at public places. A total of 389 valid responses were collected using convenience sampling. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation. The findings of this study are intended to serve as a reference for readers, educators and public space planners. Primary findings include: 1. There are significant differences in learning styles among readers of different genders, educational levels, reading preferences, and among readers who spend different amount of time on reading. 2. There are significant differences in learning styles among readers of different generations. 3. There are significant differences in place attachment among readers of different genders, educational levels, and occupations. 4. There are significant differences in place attachment among readers of different generations. 5. There is a relationship between learning styles and place attachment among readers of the same generation.