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(1)

Effects of Item Design and Student Characteristics on

Behavior of Using Internet Search Results

(2)

Effects of Item Design and Student Characteristics on

Behavior of Using Internet Search Results

Student

His-Chien Hsieh

Advisor

Chuen-Tsai Sun

A Thesis

Submitted to Degree Program of Applied Science and Technology College of Science

National Chiao Tung University in partial Fulfillment of the Requirements

for the Degree of Master

in

Degree Program of Applied Science and Technology June 2011

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(4)

Effects of Item Design and Student Characteristics on

Behavior of Using Internet Search Results

Student His-Chien Hsieh Advisors Dr. Chuen-Tsai Sun Degree Program of Applied Science and Technology

National Chiao Tung University

ABSTRACT

In the area of world-wide information network, the production, change and usage of information cannot be easily mastered by people. Information searching is a very complicated cognitive skill. It is especially a big challenge for the learners who are still in study to judge and choose correct and proper learning information. Peers are the most important people for teenagers, and peers also affect their studies a lot. The starting point of this research is to investigate how the net generation who highly value their peer relationship use the search results to understand their interaction between peers and so as to change their behavior norms in searching math questions.

This study shows that asking interpersonal questions before math questions is likely to result in benefiting the learners’ summarizing search results in searching math questions; in addition, the math questions plotted to set up an interpersonal scenario can increase the times of reading search results. We can then conclude that the situated questions can indeed increase the tendency in using the search engine to learn math questions as we expect. If we can properly set the order of the questions and use the situated questions well, it will show positive effect on learners’ searching and learning behaviors.

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...i ABSTRACT ...ii …… ... iii … ...iv ……… ...v …. ...vi ...1 1.1 ...2 1.2 ...3 1.3 . ...5 1.4 ...6 1.5 ...7 ...8 2.1 ...8 2.2 ...13 2.3 ...15 2.4 ...17 ...18 3.1 ...18 3.2 ...19 3.3 ...20 3.4 ...28 3.5 ...30 ...31 4.1 ...31 4.2 ...32 4.3 ..39 4.4 ...44 4.5 ...47 4.6 ...49 ...50 5.1 ...51 5.2 ...54 ...55

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1 ... 9 2 ... 11 3 ... 12 4 ... 28 5 1 ... 33 6 2 ... 35 7 3 ... 37 8 ... 38 9 ... 39 10 ... 41 11 ... 41 12 ... 42 13 t ... 45 14 ... 45 15 t ... 48

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1 ... 19 2 ... 21 3 ... 22 4 ... 24 5 ... 25 6 ... 26 7 ... 27 8 ... 29 9 ... 51

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1.1

FIND( 98) 2009 69.9% (TWNIC)(2011) 2011 75.69% TWNIC( 100) 2003 10% 2011 49.11% Prensky(2001) (net

generation) (digital natives)

MP3

Harris(

89) (theory of group socialization)

Harris( 89)

Bandura(1996) (Social Learning Theory)

(11)

1.2

Bransford

Schwartz(1999) (preparation for

future learning, PFL)

Kuhlthau(1993)

(Rouet, 2003; Walraven, Brand-gruwel & Boshuizen, 2008) (Fukumoto, 2006; Wang,

Liu & Chia, 2006; 94 92)

(12)

(Premack principle) (net generation)

(13)

1.3

1. 2. 3.

(14)

1.4

1. Coie Dodge(1988) ( 85) 2. 3. 4. ( 94) 5. (prime) (target) 6. (Premack) 1965

(15)

1.5

81

(16)

2.1

2.1.1

(trial and error) (problem solving)

(purposeful thinking) (selecting mainidea)

(Tsai & Tsai, 2003;

92) (Rouet, 2003; Walraven et al., 2008)

Bransford Schwartz(1999)

(preparation for future learning, PFL)

(Navarro-Prieto, Scaife, & Rogers, 1999) (net generation)

(17)

2.1.2 Ingrid (2001) 1995 2000 1 1 Byström and Järvelin (1995) ( ) ( 璇 Kafai and Bates (1997) ( 87璇 Allen (1998) Bilal and

Kirby (2002) (ability to recover from breakdowns璇

(navigational style) (focus on task璇

Kim and Allen (2002) ( 璇 ( 璇 Rouet (2003) ( ) ( 94) Park and Black (2007)

(domain knowledge璇 (searching behavior) (search outcome precision璇

(cognitive style璇 (searching time璇

(18)
(19)

2.1.3

2

2

Eisenberg and Berkowitz, (1990,1992, 2000);

Eisenberg and Johnson(2002)

1. (task definition)

2. (information-seeking strategies)

3. (location and access)

4. (use of information) 5. (synthesis) 6. (evaluation) Marchionini (1995) 1. (Recongnize Accert) 2. (Define Problem) 3. (Select Source) 4. (Formulate Query) 5. (Execute Query) 6. (Examine Results) 7. (Extract Info) Brand-Gruwel, Wopereis, and Vermetten (2005)

1. (Define the information problem)

2. (Select sources of information)

3. (Search and find information)

4. (Process information)

5. (Organize and present information)

(20)

3

3

Eisenberg and Berkowitz, (1990,1992, 2000);

Eisenberg and Johnson(2002)

(use of information) (synthesis) (evaluation) Marchionini(1995) (Examine Results) (Extract Info) Brand-Gruwel, et al. (2005)

(Process information) (Organize and present information)

Eisenberg Berkowita(1990) Big 6

(use of information) Eisenberg

Berkowita (1990)

(21)

2.2

2.2.1

(Erikson, 1968; Piaget,

1952) Diehl Lemerise Caverly Ramsay Roberts(1998)

( 87)

… Judith

Rich Harris( 89) (theory of group socialization)

Judith Rich Harris( 89)

(22)

2.2.2

(sociometrics)

(sociometry) Moreno(1934) Who Shall Survive

1970 1980 (Barclay, 1992)

( 80璇

:

(

80) Perry(1979) Newcombm Bukoski(1983)

Coie Dodge(1988) Coie Dodge(1988)

( 94) Coie Dodge(1988)

(social

preference) (social impact)

Coie Dodge ( 80

85)

1.

(23)

2.3

2.3.1

(Brown, Collins, & Duguid, 1989)

( 85)

Blumenfeld, Soloway Marx

( 92) ( ) (project-based

learning)

(Dana & Davis, 1993)

( 85)

(24)

2.3.2 (story) (McLellan, 1993) (peripheral participation) ( 85) ( 94) McGhee(1989) (incongruity) ( 95) 1. 2. 3. 4. 5. 6. 7. 8.

(25)

2.4

2.4.1

(Bargh, Chen &

Burrows, 1996) (priming effect) (prime)

(target) Meyer & Schvaneveldt(1971)

2.4.2

(Bargh, Chaiken, Govender, & Pratto, 1992; Bargh, Chaiken, Raymond, & Hymes, 1996)

(Premack principle)

(Premack)1965

( )

(

(26)

( )

3.1

1 3.1.1 3.1.2

(27)

1

3.2

8

3 92

(28)

3.3

3.3.1 3.3.2 4.0 ( ) 4.0 Coie (Coie, 1988) ( 80) 3.3.3

(29)

2

(Bilal, 1998, 2000;

Schacter, Chung, & Dorr, 1998; 87; 89; Ingrid, 2001; Spink,

Wolfram, Jansen, & Saracevic, 2001; White & Iivonen, 2001; 92;

94; Fukumoto, 2006; Wang, et, al., 2006) ( 89)

30 50 Spink(2001) 1. IP IP 2. ( 3)

(30)

3 3.3.4

( 94)

Dana Davis(1993)

( 95)

(Bargh, et al, 1992; Bargh, et al., 1996)

( 87) 關鍵字是地震 關鍵字是地震關鍵字是地震 關鍵字是地震 搜尋結果為調和數列 搜尋結果為調和數列 搜尋結果為調和數列 搜尋結果為調和數列

(31)

( 85) (embed-in) (add-on) 1. (add-on) ( ) (1) (2) ( ) (1) (2) 2. (embed-in) ( ) B (1) (2)

(32)

3.3.5 firefox3.6 ( 4) ( 5) ( 6) Firefox3.6 4

(33)

5

註冊帳號

註冊帳號

註冊帳號

註冊帳號

開始記錄

開始記錄

開始記錄

開始記錄

停止記錄

停止記錄

停止記錄

停止記錄

(34)

6

開啟瀏覽歷程記錄

開啟瀏覽歷程記錄

開啟瀏覽歷程記錄

開啟瀏覽歷程記錄

這是

這是

這是

這是

202

12

號同學

號同學

號同學

號同學

2011/04/01

的歷程記錄

的歷程記錄

的歷程記錄

的歷程記錄

(35)

3.3.6 Lin (2005) ( 94) ( 95) 7 1. Q 2. Q 3. P IP 4. P 5. P 6. Answer 7. 7

(36)

3.4

3.4.1 4 1 2 3 1. 2. 3. 4.

(37)

3.4.2 8 ( 45 ) 1. 2. 8

(38)

3.5

SPSS18.0 1. (1) (2) 2. t (1) (2)

(39)

1. 2. 3. 4.

4.1

8 3 92 81

(40)

4.2

(social preference) (social

impact) 4.2.1 1 1. 5 F (F=.634 p>.05) F (F=1.895 p>.05) F (F=2.028 p>.05) 1 2. 5 F (F=1.402 p>.05) F (F=.788 p>.05) F (F=1.248 p>.05) 1 3. 5 F (F=1.427 p>.05) F (F=2.317 p>.05) F (F=1.264 p>.05) 1

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5 1 F _ 1.404 13.286 14.690 4 24 28 .351 .554 .634 .643 _ 217.654 689.036 906.690 4 24 28 54.413 28.710 1.895 .144 _ 3.223 9.536 12.759 4 24 28 .806 .391 2.028 .122 _ 3.606 15.429 19.034 4 24 28 .901 .643 1.402 .263 _ 128.756 980.071 1108.828 4 24 28 32.189 40.836 .788 .544 _ 1.413 6.794 8.207 4 24 28 .353 .283 1.248 .317 _ 1.298 5.460 6.759 4 24 28 .325 .228 1.427 .256 _ 323.973 838.786 1162.759 4 24 28 80.993 34.949 2.317 .086 _ 2.532 12.020 14.552 4 24 28 .633 .501 1.264 .312

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4.2.2 2 1. 6 F (F=1.747 p>.05) F (F=1.932 p>.05) F (F=2.127 p>.05) 2 2. 6 F (F=.371 p>.05) F (F=.845 p>.05) F (F=.000 p>.05) 2 3. 6 F (F=.519 p>.05) F (F=1.113 p>.05) F (F=.338 p>.05) 2

(43)

6 2 F _ 2.968 8.917 11.885 4 21 25 .742 .425 1.747 .177 _ 201.346 547.000 748.346 4 21 25 50.337 26.048 1.932 .142 _ 3.426 8.458 11.885 4 21 25 .857 .403 2.127 .113 _ 1.288 18.250 19.538 4 21 25 .322 .869 .371 .827 _ 82.301 511.583 593.885 4 21 25 20.575 24.361 .845 .513 _ .000 4.000 4.000 4 21 25 .000 .190 .000 1.000 _ .087 .875 .962 4 21 25 .022 .042 .519 .723 _ 205.532 969.583 1175.115 4 21 25 51.383 46.171 1.113 .377 _ .753 11.708 12.462 4 21 25 .188 .558 .338 .849

(44)

4.2.3 3 1. 7 F (F=.965 p>.05) F (F=.376 p>.05) F (F=.510 p>.05) 3 2. 7 F (F=2.180 p>.05) F (F=1.734 p>.05) F (F=1.012 p>.05) 3 3. 7 F (F=.777 p>.05) F (F=.780 p>.05) F (F=.159 p>.05) 3

(45)

7 3 F _ 1.654 9.000 10.654 4 21 25 .413 .429 .965 .447 _ 17.346 242.500 259.846 4 21 25 4.337 11.548 .376 .823 _ 2.113 21.733 23.846 4 21 25 .528 1.035 .510 .729 _ 1.772 4.267 6.038 4 21 25 .443 .203 2.108 .106 _ 35.272 106.767 142.038 4 21 25 8.818 5.084 1.734 .180 _ .951 4.933 5.885 4 21 25 .238 .235 1.012 .424 _ .972 6.567 7.538 4 21 25 .243 .313 .777 .553 _ 22.849 153.767 176.615 4 21 25 5.712 7.322 .780 .551 _ .451 14.933 15.385 4 21 25 .113 .711 .159 .957

(46)

4.2.4 8 >.05 8 1 2 3 F F F _ _ _ .634 1.895 2.028 .643 .144 .122 1.747 1.932 2.127 .177 .142 .113 .965 .376 .510 .447 .823 .729 _ _ _ 1.402 .788 1.248 .263 .544 .317 .371 .845 .000 .827 .513 1.000 2.180 1.734 1.012 .106 .180 .424 _ _ _ 1.427 2.317 1.264 .256 .086 .312 .519 1.113 .338 .723 .377 .849 .777 .780 .159 .553 .551 .957

(47)

4.3

4.3.1 9 1. F (F=1.676 p>.05) 2. F (F=2.479 p>.05) 3. F (F=1.635 p>.05) 9 F _ 1.575 36.647 38.222 2 78 80 .787 .470 1.676 .194 _ 115.241 1812.635 1927.877 2 78 80 57.621 23.239 2.479 .090 _ 2.120 50.571 52.691 2 78 80 1.060 .648 1.635 .202

(48)

4.3.2 10 1. F (F=.056 p>.05) 2. F (F=.623 p>.05) 3. F (F=4.272 p<.05) 11 .14*

(49)

10 F _ .065 45.219 45.284 2 78 80 .033 .580 .056 .945 _ 32.721 2049.600 2082.321 2 78 80 16.321 26.277 .623 .539 _ 2.194 20.028 22.222 2 78 80 1.097 .257 4.272 .017 11 95% (I) (J) (I-J) -.14 -.14* .170 .160 .708 .046 -.57 -.81 .29 -.01 .14 -.27 .170 .157 .708 .243 -.29 -.66 .57 .13 .14* .27 .160 .157 .046 .243 .01 -.13 .81 .66

(50)

4.3.3 12 1. F (F=2.494 p>.05) 2. F (F=.309 p>.05) 3. F (F=1.082 p>.05) 12 F _ 1.279 20.004 21.284 2 78 80 .640 .256 2.494 .089 _ 24.994 3158.957 3183.951 2 78 80 12.497 40.499 .309 .735 _ 1.196 43.125 44.321 2 78 80 .598 .553 1.082 .344

(51)

4.3.4

1.

2.

(52)

4.4

4.4.1 .025 1. 13 Levene F (F=.004 p>.05) t t=-.793 p=.430>.05 .05 2. 13 Levene F (F=.717 p>.05) t t=-.634 p=.528>.05 .05 3. 13 Levene F (F=1.066 p>.05) t t=-2.282 p=.025<.05 .05 14

(53)

13 t Levene t F t ( ) _ .004 .951 -.777 .441 -.127 _ .717 .400 -.634 .528 -.723 _ 1.066 .305 -2.282 .025 -.418 _ 2.114 .150 .939 .351 .164 _ 12.026 .001 2.763 .002 3.544 _ 5.020 .028 -2.067 .044 -.253 14 29 52 2.10 2.23 .724 .675 .135 .094 29 52 9.10 9.83 5.690 4.453 1.057 .618 29 52 1.79 2.21 .675 .848 .125 .118 29 52 2.41 2.25 .825 .711 .153 .099 29 52 12.62 9.08 6.293 3.808 1.169 .528 29 52 1.69 1.94 .541 .502 .101 .070

(54)

4.4.2

( )

1.

(55)

4.5

.000 .009 .069 4.5.1 15 Levene F (F=44.773 p<.05) t t=5.718 p=.000<.05 .05 .654 4.5.2 15 Levene F (F=23.269 p<.05) t t=2.80 p=.009<.05 .05 4.038

(56)

4.5.3 15 Levene F (F=.381 p>.05) t t=1.858 p=.069>.05 .05 15 t Levene t F ( ) _ 44.773 .000 5.718 5.718 .000 .000 .654 .654 _ 23.269 .000 2.800 2.800 .007 .009 4.038 4.038 _ .381 .540 1.858 1.858 .069 .069 .385 .385 4.5.4 1. 2.

(57)

4.6

1. 2. (1) (2) (3) 3. (1) (2) 4. (1) (2)

(58)

(59)

5.1

( 璇 ( 璇 ( 璇 ( 璇 ( 9璇 9

(60)

1. 2. (1) (2) ( ) 3. ( ) Sylwester(1995)

(61)

(theory of group socialization)

( 87) …

Dana Davis(1993)

(62)

5.2

5.2.1

5.2.2

1. 81

(63)

2009 6 ( 98 11 23 ) http://www.find.org.tw/find/home.aspx?page=many&id=243 2011 ( 100 5 24 ) http://www.twnic.net.tw/NEWS4/104.pdf -2011 73 ( 100 5 24 ) http://www.twnic.net.tw/NEWS4/103.pdf ( 89) 11 169-191 ( 94) ~ 41 74-94 ( 87) ( 87) ( 94)

( 94) Journal of Child Care

3: 153-166

( 85)

22

( 85)

5-11

( 85) Coie & Dodge 103-114

( )( 89) - ( Judith, R.,

Harris)

( 95)

(64)

( 95) ( 92) 259 62-69 ( 94) ( 84) 38 53-69 ( 92) ( ) ( 95) ( )( 92) ( 89) ( 97) 27 133-159 ( 98) ( 89) e ( 94)

(65)

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Behavior. 24(3): 623–648.

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Barbara, USA.: 109-112, October.

White, M. D. & Iivonen, M. (2001). Questions as a Factor in Web Search Strategy.

(69)

※ ※ ※ ※

1.

請整理出十個你可以做得到,可以讓你跟同學的感情更好的方法。

2.

請找出人緣好有哪些好處,並且從中寫出你曾體驗過人緣好的好處(至少三個)。 班級: 座號: 姓名:

(70)

※ ※ ※ ※

1.

請說明調和數列的定義。

2.

如果你是老師,你會如何介紹調和數列的特色及在實際生活的應用呢? 班級: 座號: 姓名:

(71)

※ ※ ※ ※ B ──

1.

請介紹盧卡斯數列與費氏數列的關係。 班級: 座號: 姓名:

(72)

2.

盧卡斯數列除了可以讓人帶來好人緣之外,還是一個預言數列,

(73)

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This Supplementary Guide is prepared by Curriculum Development Council (CDC) Committee on Chinese Language Education and CDC Ad Hoc Committee on Supplementary Guide to the

So the WiSee receiver computes the average energy in the positive and negative Doppler frequencies (other than the DC and the four frequency bins around it). If the ratio between

engineering design, product design, industrial design, ceramic design, decorative design, graphic design, illustration design, information design, typographic design,

Network behavior of university students has internet addiction factor, data collection factor, entertainment media factor, affection.. communication factor, and online

As to the effects of internet self-efficacy on information ethics, students who get high, middle, and low scores on basic computer operation also perform differently on