Effects of learning motivation and the hypertext annotation format on foreign language reading comprehension and the cognitive load theory of the technology university students

• Main Authors: Chia-Hao Wang, 王嘉豪
• Other Authors: Ming-Yu Yang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/31347477098370596356

碩士 === 淡江大學 === 資訊管理學系碩士班 === 100 === With the rapid advance of information technology and the prevalence of smart phones, tablet PCs, online reading has become a common practice in modern life. The research pointed out that if you read the foreign language(L2), provide annotations can be helpful for understanding of the context. Based on the above two, hypertext annotations therefore stand out as one of the important tools that aid hypertext reading comprehension, especially for L2 reading . There is a variety of presentation of Hypertext annotation, including all kinds of combination of text, graphics, video, sound. However, different modes of annotation presentation bring about different degree of cognitive load. According to the cognitive load theory, the load incurred during the cognitive process varies with individual differences. The purpose of the present study is to explore whether or not the learners’ cognitive loads imposed by the presentation mode of hypertext annotation will be interactively influenced by learners’ learning motivation. This research will consider student’s learning motivation and the hypertext annotation format these two factors, to study the influence of foreign language reading comprehension and the cognitive load theory by experiment method.