以GenAI為知識工具、輔助中學生的多模態多文本閱讀理解
Author(s):
Yan-Ling Lai (Institute of Education, National Yang Ming Chiao Tung University)
Jiun-Yu Wu (Department of Teaching and Learning, Southern Methodist University, USA)
Abstract:
With advancements in Generative Artificial Intelligence (GenAI), junior high school reading and learning methods have transformed significantly. Engaging with multimodal texts requires critical thinking, synthesis, and integration of complex information, presenting challenges for students. This study examines the effectiveness of a “Media Literacy - Multimodal Multiple Text Reading Comprehension Instruction” program integrated with GenAI. Using a quasi-experimental design, the study involved two classes of secondary students in northern Taiwan. The experimental group (21 students) received GenAI-supported instruction focused on high-level thinking and multimodal comprehension, while the control group (17 students) underwent traditional lecture-based teaching. Over two weeks, the experimental group demonstrated significant improvements in GenAI-integrated reading comprehension strategies. Although changes in online reading attitudes and habits were less pronounced, post-test results showed enhanced reading comprehension, with marginally significant differences compared to the control group. The findings suggest that, with teacher guidance and structured support, GenAI can serve as an effective knowledge tool, helping students evaluate online information and apply advanced reading strategies in multimodal contexts.
Keywords:
generative artificial intelligence、multiple-text、multimodal reading comprehension、reading comprehension strategy
