字體不流暢性於漢字電子書閱讀成效之研究
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2013
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Abstract
調整印刷之字體、大小及濃淡構成閱讀之不流暢性 (disfluency) ，是一種成本極低並可有效提升讀者記憶之效果的教育改進策略。相較於出版後便無法更改的印刷紙本，電子書可自由調整字體及大小，乃是使用者偏好的重要功能。本研究旨在了解以日文漢字電子書為閱讀媒體時，字體變化所造成的不流暢性是否對閱讀成效具有較佳的提升效果，供未來電子書設計之參考，並探討以下問題：
（一）受試者對七種常見日文漢字字體的不流暢性評價為何？
（二）受試者在閱讀以常見之教科書字體、及由受試者評價不流暢性最高、最低之日文漢字字體呈現之電子書後，其閱讀成效評量成績為何？
（三）受試者在閱讀上述三種字體所呈現之電子書後的評量成績是否具顯著差異？
（四）受試者變項之不同日文漢字能力，與是否出身漢字文化圈，對受試者閱讀成效的影響是否具顯著差異？
本研究採用實驗法，對象為22名日本金澤大學修習漢字課程的外籍留學生。研究工具分為閱讀及評量工具，受試者以隨機方式閱讀以受試者評價不流暢性最高、最低、及日本特有之教科書字體呈現的三位虛構殺人事件嫌犯特徵的電子書，在90秒的閱讀後，再予以注意轉移，爾後進行評量以了解受試者的閱讀成效。
研究結果發現，利用電子書適性化功能所達成之日文漢字字體外型變化，其產生之不流暢性，可有效提升讀者的閱讀成效。且在閱讀記憶及閱讀理解兩個層次皆具有效果。另一方面受試者對字體的不流暢性認知具有一定的共通傾向。而日文漢字能力與是否出身漢字文化圈，並未能顯著影響其閱讀成效，此不流暢性效果具有一定的泛用性。
Recently, reading disfluency has been used as an instructional strategy. Contradictory to conventional belief, it assumes fonts that are difficult to read may enhance the recall of text messages. Positive outcomes have been reported with a manipulation of disfluency with English fonts. This study focused on the effect of disfluency by varying Japanese kanji fonts for students who are learning Japanese as a second language. Various Kanji fonts were presented interactively in an e-book in which learning texts were embedded. The study discussed the following questions: 1. How do the participants evaluate the disfluency of fonts in this study? 2. Will disfluent reading material improve the reading comprehension? 3. Will the effects of the disfluent reading have significantly different levels or not? 4. Will the kanji ability and source language of the participants affect the reading comprehension? This research used the experiment method. The participants were 22 international students who were learning Japanese as a second language in Kanazawa University. They were asked to learn about 7 characteristics of 3suspects in a fictitious story about murder with an e-book. The materials were displayed with disfluent fonts in different levels. The results suggested that the disfluent font of the learning texts could produce significant improvements in reading comprehension generically.
Recently, reading disfluency has been used as an instructional strategy. Contradictory to conventional belief, it assumes fonts that are difficult to read may enhance the recall of text messages. Positive outcomes have been reported with a manipulation of disfluency with English fonts. This study focused on the effect of disfluency by varying Japanese kanji fonts for students who are learning Japanese as a second language. Various Kanji fonts were presented interactively in an e-book in which learning texts were embedded. The study discussed the following questions: 1. How do the participants evaluate the disfluency of fonts in this study? 2. Will disfluent reading material improve the reading comprehension? 3. Will the effects of the disfluent reading have significantly different levels or not? 4. Will the kanji ability and source language of the participants affect the reading comprehension? This research used the experiment method. The participants were 22 international students who were learning Japanese as a second language in Kanazawa University. They were asked to learn about 7 characteristics of 3suspects in a fictitious story about murder with an e-book. The materials were displayed with disfluent fonts in different levels. The results suggested that the disfluent font of the learning texts could produce significant improvements in reading comprehension generically.
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流暢, 漢字, 字型, 電子書, 閱讀成效, fluency, kanji, font, e-book, reading comprehension