請用此 Handle URI 來引用此文件：
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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 陳由常 | zh_TW |
| dc.contributor.advisor | Yu-Chang Chen | en |
| dc.contributor.author | 賴映蓉 | zh_TW |
| dc.contributor.author | Ying-Jung Lai | en |
| dc.date.accessioned | 2024-08-15T16:49:56Z | - |
| dc.date.available | 2024-08-16 | - |
| dc.date.copyright | 2024-08-15 | - |
| dc.date.issued | 2024 | - |
| dc.date.submitted | 2024-08-05 | - |
| dc.identifier.citation | 中文文獻
沈暉智 & 林明仁（2019）。論家戶所得與資產對子女教育之影響－以1993-1995 出生世代及其父母稅務資料為例。經濟論文叢刊，47(3)，393-453。 教育部國民及學前教育署（2023）。推廣「科技輔助自主學習」強化師生數位運用能力︒教育部全球資訊網。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=712D24A918B84277 教育部綜合規劃司（2020）。教育部經中央流行疫情指揮中心同意發布校園停課標準︒教育部全球資訊網。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=71323432C4925C0F 教育部國民及學前教育署（2023）。提供更多學習管道！國教署持續鼓勵跨校遠距教學︒教育部全球資訊網。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=BB015A36DD7BB4EE 教育部國民及學前教育署（2018）。新課綱推動相關法令規定︒教育部國民中小學課程與教學資源整合平臺。https://www.k12ea.gov.tw/Tw/Common/SinglePage?filter=11C2C6C1-D64E-475E-916B-D20C83896343 教育部國民及學前教育署（2023）。關於 12 年國教︒108 課綱資訊網。https://shs.k12ea.gov.tw/site/12basic/category?root=40&cid=16606&oid=90268 英文文獻 Dhawan, S., & Gnanam, A. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). Upgrading education with technology: Insights from experimental research. Journal of Economic Literature, 58(4), 897–996. Forman, D., Nyatanga, L., & Rich, T. (2002). E-learning and educational diversity. Nurse Education Today, 22(1), 76-82. Francis, D. V., & Weller, C. E. (2022). Economic inequality, the digital divide, and remote learning during COVID-19. The Review of Black Political Economy. Hargittai, E. (2002). Second-level digital divide: Differences in people's online skills. First Monday, 7(4). Kanniainen, L., Kiili, C., Tolvanen, A., Aro, M., & Leppänen, P. H. T. (2019). Hyper text reading comprehension. Reading and Writing, 32, 2201-2222. Linden, A., & Samuels, S. J. (2013). Using balance statistics to determine the optimal number of controls in matching studies. Journal of Evaluation in Clinical Practice, 19(5), 968-975. Muralidharan, K., Singh, A., & Ganimian, A. J. (2019, April). Disrupting education?Experimental evidence on technology-aided instruction in India. American Economic Review, 109(4), 1426–1460. Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students' performance in essay writing. Educational Psychology, 32(1), 9-20. Psacharopoulos, G., & Patrinos, H. (2018, June). Returns to investment in education: A decennial review of the global literature. Education Economics, 26(5), 1-14. Stella, A., & Gnanam, A. (2004). Quality assurance in distance education: The challenges to be addressed. Higher Education, 47(2), 143-160. Van Deursen, A. J. A. M., & Van Dijk, J. A. G. M. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media & Society, 21(2), 354-375. Van Deursen, A. J. A. M., & Helsper, E. J. (2015). The third-level digital divide: Who benefits most from being online? In L. Robinson, S. R. Cotten, J. Schulz, T. M. Hale, & A. Williams (Eds.), Communication and Information Technologies Annual: Digital Distinctions & Inequalities (Studies in Media and Communications, 10) (pp. 29-52). Emerald Group Publishing Limited. Van Dijk, J. A. G. M. (2017). Digital divide: Impact of access. In P. Rössler (Ed.), The International Encyclopedia of Media Effects. Wiley-Blackwell. Yoğurtçu, K. (2013). The impact of self-efficacy perception on reading comprehension on academic achievement. Procedia - Social and Behavioral Sciences, 70(25), 375-386. | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/94326 | - |
| dc.description.abstract | 本研究旨在探索台灣弱勢兒少數位落差現況與科技輔助之介入措施，並以世界展望會與 PaGamO 平台作答資料為研究對象。研究重點在於分析擁有個人設備、投入平臺使用和激勵活動等介入措施成效，並在控制個人背景變數後估計其處理效果。研究目標分為三大層面：描繪弱勢兒少的成長環境與數位資源缺失、探討第三層數位落差以及自我效能與激勵活動之分析。本研究強調數位學習和科技輔助教學的個人化調整需求，以及在鼓勵措施設計上，需確保措施能有
效引導目標群體，促進其數位學習體驗。 | zh_TW |
| dc.description.abstract | This study aims to explore the current state of the digital divide among disadvantaged children in Taiwan and the intervention measures supported by technology, utilizing data from World Vision and the PaGamO platform. The primary focus of the research is to analyze the effectiveness of interventions such as owning personal devices, engaging with the platform, and participating in incentive activities. The study estimates the treatment effects of these interventions while controlling for individual background variables.The research objectives are categorized into three main areas. First of all, depicting the growth environment and digital resource deficiencies of disadvantaged children. Secondly, investigating the third-level digital divide. And finally, analyzing self-efficacy and incentive activities.This study underscores the necessity for personalized adjustments in digital learning and technology-assisted teaching. Furthermore, it emphasizes that the design of encouragement measures should ensure they effectively guide the target groups and enhance their digital learning experience. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2024-08-15T16:49:56Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2024-08-15T16:49:56Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 口試委員審定書 i
致謝 iii 摘要 v Abstract vii 目次 ix 表次 xi 第一章 前言與研究背景 1 第二章 文獻回顧 5 2.1 數位落差 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.1.1 數位落差的三個層次 . . . . . . . . . . . . . . . . . . . . . . . . 5 2.1.2 科技輔助教育 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.2 閱讀素養與自我效能 . . . . . . . . . . . . . . . . . . . . . . . . . . 10 第三章 資料 13 3.1 資料背景 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.2 敘述統計結果 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 第四章 研究方法結果 25 4.1 研究方法 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 4.2 實證結果 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 4.2.1 學籍行為與年齡之介入效果分析 . . . . . . . . . . . . . . . . . . 25 4.2.2 個人長期投入因素分析 . . . . . . . . . . . . . . . . . . . . . . . 32 4.2.3 數位學習介入措施分析 . . . . . . . . . . . . . . . . . . . . . . . 39 第五章 總結 45 參考文獻 49 附錄 53 附錄.1 迴歸變數總表 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 附錄.2 相關係數表 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 自我效能 | zh_TW |
| dc.subject | 傾向得分匹配 | zh_TW |
| dc.subject | 科技輔助教學 | zh_TW |
| dc.subject | 閱讀素養 | zh_TW |
| dc.subject | 數位落差 | zh_TW |
| dc.subject | Digital Divide | en |
| dc.subject | Reading Literacy | en |
| dc.subject | Technology-Supported Learning | en |
| dc.subject | Propensity Score Matching | en |
| dc.subject | Self-Efficacy | en |
| dc.title | 弱勢兒少數位落差現況與輔導政策分析 | zh_TW |
| dc.title | Analysis of the Digital Divide and Policy Support Among Vulnerable Children and Youth | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 112-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.coadvisor | 林明仁 | zh_TW |
| dc.contributor.coadvisor | Ming-Jen Lin | en |
| dc.contributor.oralexamcommittee | 陳冠銘;李浩仲 | zh_TW |
| dc.contributor.oralexamcommittee | Kuan-Ming Chen;Hao-Chung Lee | en |
| dc.subject.keyword | 數位落差,閱讀素養,科技輔助教學,傾向得分匹配,自我效能, | zh_TW |
| dc.subject.keyword | Digital Divide,Reading Literacy,Technology-Supported Learning,Propensity Score Matching,Self-Efficacy, | en |
| dc.relation.page | 55 | - |
| dc.identifier.doi | 10.6342/NTU202402754 | - |
| dc.rights.note | 同意授權(限校園內公開) | - |
| dc.date.accepted | 2024-08-08 | - |
| dc.contributor.author-college | 社會科學院 | - |
| dc.contributor.author-dept | 經濟學系 | - |
| dc.date.embargo-lift | 2029-07-30 | - |
| 顯示於系所單位： | 經濟學系 | |
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