A study of Reading Performance and Visual Fatigue for Junior High School Students

• Main Authors: Lu,Shih-Chia, 陸世嘉
• Other Authors: Lin,Po-Hung
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/26515257953409670528

碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 103 === In recent years, junior high school students' reading ability has been receiving gradual attention by the Ministry of Education in Taiwan. With the advancement of reading interfaces, people have more choices in reading. In this study, we investigated the effect of article category, interface type, and student level on junior high school students' reading performance and visual fatigue through experimental design. Three-Factor mixed factorial design was the research method implemented in this study. In the experiment, independent variables are including article category (literature, science, and magazine), interface type (liquid crystal display, electronic paper display, and plain paper), and the students level (math & science gifted student, language gifted student, and normal student) Dependent variables are including accuracy, change of critical fusion frequency (CFF), subjective visual fatigue and usability. The results showed that article category was significant in accuracy and subjective visual fatigue. The reading accuracy was better in literature than those of in magazine and science, and it was also better in magazine than in science. The subjective visual fatigue was lower in literature and magazine than in science. It also means that science brought the highest visual fatigue than others The results also showed that interface was significant in change of CFF, subjective visual fatigue, and usability. Plain paper showed the lower change of CFF than liquid crystal display and the lower subjective visual fatigue than electronic paper display. Plain paper also showed the better usability than liquid crystal display and electronic paper display. The results further demonstrated that students level was significant in accuracy. The math & science gifted students and language gifted students have the better accuracy than those in normal students.