現代是知識發達的年代，電腦網路的發達為人們帶來豐富的知識，Web 2.0的興起也使得這些知識可以很容易地分享，無論科技的進步和知識分享方式再怎麼改變，最基本獲取知識的方式仍舊是閱讀。閱讀的主要目的是理解文字的含意，然而先備知識的不足會造成學生在閱讀理解的過程中需額外找尋補充資料，不斷地重複找尋的動作容易造成學生的閱讀理解長時間中斷，導致學生的閱讀成效不佳。因此，本研究結合Web 2.0服務(e.g. Wikipedia, Flickr, YouTube) 由使用者分享的知識與電腦資訊系統打造「應用Web 2.0服務開發自動化閱讀輔助系統」，系統自動化判斷出文章的關鍵字並送到Web 2.0服務中搜尋多媒體補充資料再以超媒體註記形式標註在關鍵字旁，當學生需要關鍵字的補充資料時，只需點選關鍵字旁的註記進行閱讀。除此之外，系統亦提供補充資料編輯和協同註記的功能供學生使用。
為了驗證系統對不同先備知識程度以及不同學習風格學生閱讀理解的影響，本研究採用準實驗設計將台南某大學資訊相關科系兩個班級的學生隨機分為實驗組與控制組進行實驗。結果顯示在不同先備知識程度的比較上，系統對中、低能力的學生有顯著的幫助，尤其是中能力的實驗組學生閱讀理解成績進步幅度達到控制組的兩倍。另一方面，學習風格比較的結果顯示「資訊感知」偏好「抽象經驗」的學生使用系統後成績進步幅度顯著地超越控制組學生，說明系統的輔助對偏好以思考為主的學生特別有幫助。此外，本研究亦針對系統滿意度進行問卷調查，問卷結果顯示學生認為使用系統能幫助他們學習，並表態若未來有機會使用系統進行課外閱讀的話會再繼續使用下去。

Reading is the basic method for acquiring knowledge. However, students who lack prior knowledge often spend much time in searching for supplementary materials. Moreover, the searching behavior is not only time-consuming, but also interrupts students’ reading comprehension. In order to assist students’ reading comprehension, this study apply Web 2.0 service (e.g. Wikipedia, Flickr, YouTube) to develop automatic computer-assisted reading system. The system uses keywords to search for multimedia supplementary materials on Web 2.0 service and annotates supplementary materials beside the keywords by hypermedia annotation.
In order to verify our proposed system, a quasi-experimental design was adopted. The participants were college students who majored in information sciences. Experiment results indicated (1) Our proposed system can assist student’s reading comprehension, especially for middle prior knowledge group. (2) On the information perception dimension of learning styles, students prefer abstract conceptualization performed better than students prefer concrete experience. (3) Questionnaire data revealed that students agree that our proposed system are useful and ease of use. If possible, they will use the system for reading in the future.

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