Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension

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题名:	Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension
作者:	陳國棟;Chiang, Kuang-Hung;Fan, Cheng-Yu;Liu, Hsiao-Hung;Chen, Gwo-Dong
贡献者:	資訊電機學院資訊工程學系
关键词:	Computer Communication Networks;Computer Science;Concept mapping;Construction;Critical thinking;Data Structures and Information Theory;Design;Digitization;Essays;Learning;Mapping;Mathematical analysis;Multimedia;Multimedia Information Systems;Reading comprehension;Special Purpose and Application-Based Systems;Strategy;Students
日期:	2016-08-01
上传时间:	2026-04-23 13:33:12 (UTC+8)
出版者:	Springer Netherlands;New York: Springer US
摘要:	摘要： Numerous studies have proved that graphic strategies, such as graphic organization and concept mapping, can facilitate improving reading comprehension. However, the question as to what graphic strategies can improve argumentative essay reading comprehension ability is not yet resolved. To determine whether graphic strategies can improve students’ reading comprehension ability, we designed a computer-aided argumentative essay reading system that can construct graphic strategies. In the designed system, three approaches, namely a traditional teaching approach without graphic strategies, concept mapping, and argument mapping, are created for determining the effects of graphic strategies on students’ argumentative essay reading comprehension ability. In addition, the proposed argument mapping system provides a function for helping students identify three key argumentative essay elements, namely claims, reasons, and evidence, to enable them to construct an argument map with no burden. The designed system can help students learn how to read argumentative essays easily, improving their reading comprehension ability. The experimental results from 373 sixth graders showed that the argument mapping method enhanced students’ argumentative essay reading comprehension ability compared with traditional and concept mapping approaches. Statistical results revealed that between-group differences were statistically significant ( p value between the experimental and Control Group 1 was 0.001 and that between the experimental and Control Group 2 was 0.013). 其他題名： Multimed Tools Appl 出版者： New York: Springer US 出版日期： 2016-08-01 出處： Multimedia tools and applications, 2016-08, Vol.75 (16), p.9973-9990 資源來源： ABI/INFORM Global 版權： Springer Science+Business Media New York 2015 版權： Multimedia Tools and Applications is a copyright of Springer, 2016. 識別號： ISSN: 1380-7501 識別號： EISSN: 1573-7721 識別號： DOI: 10.1007/s11042-015-2904-y
显示于类别:	[資訊工程學系] 期刊論文

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