本研究旨在探討網路化學習環境中，不同多媒體呈現方式及認知風格的差異，對國中學生的學習成效與電腦態度所造成的影響。研究目的可分為以下三個：目的一：探討網路化學習的多媒體呈現方式，對學習成效與電腦態度的影響。目的二：探討學習者認知風格的差異，對學習成效與電腦態度的影響。目的三：探討網路化學習的多媒體呈現方式與學習者認知風格，對學習成效與電腦態度的交互影響。
研究以「網頁文字+圖片」、「網頁文字+動畫」及「網頁文字+影片」作為不同的多媒體呈現方式。認知風格以「場地獨立」與「場地依賴」之認知風格向度來探討。研究工具為「藏圖測驗」、自編「四行程循環引擎單元評量試卷」、「國中學生電腦態度量表」及研究者自行建置的教學實驗網頁。
實驗採準實驗方法設計，以國中八年級學生為研究對象，依藏圖測驗將受測學生分成場地獨立與場地依賴兩種認知風格，並且隨機分配到三種不同多媒體呈現方式的組別中，共計有六個實驗組別，參與實驗的實際有效人數為77人。在教學實驗進行之前先施行前測，教學實驗完成後立即進行後測及電腦態度的測量。經收集相關資料後，以二因子變異數分析及Scheff Method進行資料分析後發現：
一、多媒體呈現方式，對學生的學習成效及電腦態度皆無顯著影響。認知風格的差異，對學習成效、整體電腦態度量表及「使用電腦的信心」、「對電腦設備的價值觀」、「對電腦的喜愛」、「使用電腦的價值」及「使用電腦的執著」等五個分量表沒有顯著影響。多媒體呈現方式與認知風格的交互作用，對學生的學習成效、整體電腦態度量表及「使用電腦的信心」、「對電腦設備的價值觀」、「使用電腦的價值」及「使用電腦的執著」等四個分量表沒有顯著影響。
二、場地獨立型及場地依賴型的學生，在「使用電腦的焦慮」的分量表得分上呈現出顯著差異。場地依賴者使用電腦的焦慮感低於場地獨立者。
三、多媒體呈現方式與認知風格之間的交互作用，在「使用電腦的焦慮」的分量表上有顯著差異。其中一個是在「網頁文字+動畫」組別中，場地依賴者的使用電腦的焦慮感低於場地獨立；另外一個是「網頁文字＋圖片」組別的場地獨立者，其使用電腦的焦慮感低於「網頁文字＋動畫」組別的場地獨立者。多媒體呈現方式與認知風格之間的交互作用在「對電腦的喜愛」的分量表得分上亦呈現出顯著差異，場地依賴者對電腦喜愛的程度大於場地獨立者。

The aim of this study is to investigate the effects of differential multimedia presentation modes and cognitive styles on the learning effects and computer attitudes of junior high school students in a web-based learning environment. The purposes of the study were the followings: 1. To explore the effects of multimedia presentation modes on junior high students’ learning effects and the computer attitudes toward web-based learning environment. 2. To explore the effects of the differences between cognitive style of students on junior high students’ learning effects and computer attitudes. 3. To explore the interactions between differential multimedia presentation modes and cognitive styles on junior high students’ learning effects and computer attitudes.
The multimedia presentation mode was divided into 3 types: "hypertext + graphics", "hypertext + animations" and "hypertext + movies". The cognitive style was divided into 2 types: "Field Independent, FI" and "Field Dependent, FD". Four types of instruments were used to collect data pertinent to the study. The instruments of the study included the "Hidden Figure Test, HFT ", the four stroke cycle engine learning test as the pretest and posttest, the "computer attitude scale for junior high school students" and the web-based learning homepages.
Quasi-experimental design was used for the study. 77 eight grade students of junior high school were selected to be subjects. The subjects were classified into FI and FD based on their HFT scores. Then the subjects were randomly assigned to 3 different types of multimedia presentation modes based on their cognitive styles. Before the experiment, the subjects received the pretest. After the experiment, the subjects received the posttest and the computer attitude scale. Two-way ANOVA and Scheff method were used to analyze experimental data. Results of this study were listed as the followings:
1. There was no significant difference on students’ learning effects and computer attitudes between different multimedia presentation modes. There was no significant difference on students’ whole computer attitudes, "confidence in computer using", "the value of computer equipments", "computer liking", "the value of computer using" and "the self-will of computer using" between different cognitive styles. For the whole computer attitudes, "the confidence in computer using", "the value of computer equipments", "the value of computer using" and "the self-will of computer using", the interactions between multimedia presentation modes and cognitive styles were not significant.
2. The students with different cognitive styles, FI and FD, were significantly different on "anxiety in computer using". The anxiety of learners of FD were lower then the learners of FI.
3. The interactions between differential multimedia presentation modes and cognitive styles were significantly different on "anxiety in computer using". One difference was from the group of "hypertext + animations". In that group, the anxiety of learners of FD were lower then the learners of FI. The anxiety of learners of FI in the group of "hypertext + graphics" were lower then the learners of FI in the group of "hypertext + animations". The other significantly different were from "computer liking" in the group of "hypertext + animations". Learners of FD got higher score of "computer liking" then learners of FI.

一、中文部份
中華民國交通部公路總局(2005)。汽機車駕照線上模擬考。取自http://www.thb.gov.tw/cai/。
王文科(1996)。教育研究法。台北市：五南。
王秋華(2001)。網路教學之學生學習行為與學習滿意度及學習績效的關係。大葉大學資訊管理研究所碩士論文，未出版，彰化縣。
王裕方(1998)。電腦態度與學習績效的影響因素之探討–中學生網頁製作教學的實地實驗研究。國立中央大學資訊管理學系碩士論文，未出版，桃園縣。
吳文琴(2001)。成人概念學習的媒體運用---以視覺圖像為例。隔空教育論叢---新世紀的遠距教學專輯，13，129-152。
吳明隆(1993)。國民小學學生電腦態度及其相關因素之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
吳明隆(1997)。國小學生數學學習行為與其電腦焦慮、電腦態度關係之研究。國立高雄師範大學教育學系博士論文，未出版，高雄市。
吳美惠(1992)。在職成人的電腦態度、電腦成就及其相關因素之研究。國立臺灣師範大學社會教育研究所碩士論文，未出版，台北市。
吳清山、王以仁(1986)。國中學生電腦態度及其相關因素之調查研究。教育與心理研究，9，177-190。
吳清山、王以仁、劉定霖(1987)。國中學生學業成就對電腦成就、電腦態度之影響。台北市立師專學校學報，18，27-42。
吳裕益(1987)。認知能力與認知型態個別差異現象之探討。教育學刊，7，51-98頁。
吳靜吉(1974)。藏圖測驗。台北市：遠流。
宋若光(1998)。台北市高工應屆畢業生電腦素養、電腦態度及其相關因素之研究。國立台灣師範大學工業教育研究所碩士論文，未出版，台北市。
宋曜廷(2000)。先前知識、文章結構與多媒體呈現對文章學習的影響。國立台灣師範大學教育心理與輔導學系博士論文，未出版，台北市。
李賢輝(1999)。天馬行空─話說多媒體概論與實務。台北市：財團法人資訊工業策進會。
林邦傑(1982)。國中學生場域獨立性與具體運思、形式運思之關係。中華心理學刊，24(2)，101-110。
林麗娟(2000)。電腦視覺設計：動態性因素與學生特質探討。台北縣：輔仁大學出版社。
施美朱(2000)。國中生電腦學習成就相關因素之研究。國立臺灣師範大學工業科技教育系碩士論文，未出版，台北市。
徐文杰、金承慧(2000)。多媒體內容的應用與展望。電子出版與圖書館學術研討會論文集，103-125。新竹：玄奘人文社會學院圖書資訊學系。
徐新逸、廖珮如(2004)。數位學習知識類型與訊息設計之探討。教育研究月刊，125，5-16。
國立編譯館(編)(1989)。國民中學工藝科教師手冊第六冊。台北市：臺灣書店。
國立編譯館(編)(1991)。國民中學工藝教科書第六冊。台北市：臺灣書店。
張春興(1991)。現代心理學。台北市：東華。
張春興(2002)。教育心理學---三化取向的理論與實踐。台北市：東華。
張新仁(1990)。從資訊處理談有效的學習策略。教育學刊，9，47-66。
張鳳燕(1989)。大學生道德發展與自我實現之相關因素暨同理心訓練效果之研究。高雄市︰復文。
張曉東(1994)。博物館互動式多媒體導覽系統使用現況與觀眾研究。國立交通大學傳播科技研究所碩士論文，未出版，新竹市。
許麗玲(2000)。認知風格在虛擬實境遠距學習遷移之影響。國立高雄師範大學工業科技教育學系碩士論文，未出版，高雄市。
陳淑美(1985)。國中學生的場域獨立性與性向、職業興趣及生活適應之關係。教育心理學報，1 8，149-168。
陳彙芳、范懿文(2000)。認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究期刊，2(2)，45-60。
湯惠誠(1994)。高中學生電腦態度及其相關因素之研究。國立高雄師範大學工藝教育研究所碩士論文，未出版，高雄市。
程蘊嘉(1994)。性別、學科別對大學新生電腦學習態度之影響。淡江大學教育資料科學研究所碩士論文，未出版，台北市。
黃世杰(2002)。國中學生電腦態度量表發展研究。國立高雄師範大學生活科技教育學系教學碩士論文，未出版，高雄市。
楊國樞(主編)(1978)。社會及行為科學研究法上下冊。台北市：東華。
溫嘉榮、吳明隆(1999)。新時代資訊教育的理論與實務應用。台北市：松崗。
劉炳輝(1999)。國中學生認知風格與學習方法對學習判斷英語子句效果之研究。國立中山大學教育研究所碩士論文，未出版，高雄市。
蔡淑娥(1985)。高中生的電腦態度、電腦成就及其相關因素之研究。國立政治大學教育研究所碩士論文，未出版，台北市。
鄭昭明(1996)。認知心理學：理論與實踐。台北市：桂冠。
鄭晉昌(1993)。知識的發展與思考能力的培養。教育研究，34，29-39。
戴禮明(1976)。性別、年級與智慧功能的關係。國立政治大學教育研究所碩士論文，未出版，台北市。
羅綸新(1994)。多媒體設計。台北市：松崗。

二、西文部份
Baggaley, A. R. (1955). Concept Formation and its relation to cognitive variables. Journal of General Psychology, 52, 297-306.
Boersma, F. J. (1968). Test-retest realiability of the cf-1 Hidden Figures Test. Educational and Psychological Measurement, 28, 555-559.
Brown, T. S., Brown, J. T., & Baack, S. A. (1988). A reexamination of the attitude toward computer usage scale. Educational and Psychological Measurement, 48, 835-842.
Carlson, H. L. (1991). Learning style and program design in interactive multimedia. Educational Technology Research & Development, 39(3), 41-48.
Cato, J. (2001). User-centered Web Design. London, Addison-Wesley.
Clark, R., & Mayer, R. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass.
Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology Research and Development, 42(2), 21-29.
Clement, F. J. (1981). Affective considerations in computer-based education. Educational Technology, 21(4), 28-32.
Collins, B. (1995). Anticipating the Impact of Multimedia in Education: Lessons from the Literature. Computers in Adult Education and training, 2(2), 136-149.
Cornell, R., & Martin, B. (1997). The role of motivation in web-based instruction. In B. H. Khan (ed.), Web-based instruction, 93-100. Englewood Cliffs, NJ: Educational Technology.
Davis, J. K., & Haueisen, W. C. (1976). Field independence and hypothesis testing. Perceptual and Motor Skills, 43, 763-769.
Dick, W., & Carey, L. (1996). The systematic design of instruction. New York: Longman.
Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individualized learning styles. Reston, VA: Reston Publishing Co.
Grogan, P. (1991). Computer attitudes of selected students and educators in relationship to computer access, experience, and gender. Dissertation Abstracts International, 52-12A, p4205.
Hannafin, M. J., Hill, J. R., & Land, S. M. (1997). Student-centered learning and interactive multimedia: status, issues, and implication. Contemporary Education, 68, 94-99.
Hansen, J., & Stansfield, C. (1981).The relationship of Field dependent-independent cognitive styles to foreign language achievement. Language Learning , 31(2), 349-367.
Hede, A. (2002). An integrated model of multimedia effects on learning. Journal of Educational Multimedia and Hypermedia, 11(2), 177-191.
Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing Computer Anxiety: Development and Validation of the Computer Anxiety Rating Scale. Computers in Human Behavior, 3, 549-593.
Hignite, M. A., & Echternacht, L. J. (1992). Assessment of the Relationships between the Computer Attitudes and Computer Literacy Levels of Prospective Educators. Journal of Research on Computing in Education, 24(3), 381-391.
Johnston, V. M. (1987). Attitudes towards microcomputers in learning: Pupils and software for language development. Educational Research, 29(1), 47-55.
Jonassen, D., & Grabowski, B. (1993). Handbook of Individual Differences, Learning, and Instruction. Hillsdale, NJ: Erlbaum.
Kay, R. H. (1993). An Exploration of Theoretical and Practical Foundations for Assessing Attitudes toward Computers: The Computer Attitude Measure(CAM). Computers in Human Behavior, 9, 371-386.
Khan, B. H. (1997). Web-based instruction(WBI): What is it and why is it ? In B. H. Khan (Eds.), Web-based Instruction, 5-18. Englewood Cliffs, NJ: Educational Technology Publications.
Kulhavy, R.W., Stock, W. A., & Kealy, W. A. (1993). How geographic maps increase recall of instructional text. Educational Technology Research & Development, 41(4), 47-62.
Lai, S. L. (1998). The effects of visual display on analogies using computer-based learning. International Journal of Instructional Media, 25(2), 151-160.
Lawton, J., & Gerschner, V. T. (1982). A Review of the Literature on Attitudes Towards Computers and Computerized Instruction. Journal of Research and Development in Education, 16/1, 50-55.
Lee, W. W., & Owens, D. L. (2000). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training. San Francisco, CA: Jossey-Bass/Pfeiffer.
Lindsay, P. H., & Norman, D. A. (1977). Human Information Processing: An Introduction to Psychology (2nd ed.). New York: Academic Press. Inc.
Loyd, B. H., & Gressard, C. (1984). The Effects of Sex, Age and Computer Experience on Computer Attitude. Association for Educational Data System (AEDS) Journal, 18(4), 347-367.
Makrakis, V., & Sawada, T. (1996). Gender, computers and other school subjects among Japanese and Swedish students. Computers Education, 26, 225-231.
Mark, J., & Hanson, K. (1992). Beyond equal access: Gender equity in learning with computers. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 370 879)
Mayer, R. E. (1993). Comprehension of graphics in texts: An overview. Learning and Instruction, 3, 239-245.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
Mayer, R. E., & Sims, K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Messick, S. (1962). Hidden Figure test. Princeton, New Jersey :Educational Testing Service.
Messick, S. (1976). Individuality in learning. Jossey-Bass, San Francisco.
Miller, S. M., & Miller, K. (2000). Theoretical and practical considerations in the design of web-based instruction. In B. Abbey (ed.), Instructional and cognitive impacts of web-based education, 156-177. Hershey, PA: Idea Group.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
Naiman, N. M., Frohlich, H. S., & Todesco, A. (1978). The good language teacher. Research in Education Series No.7. Toronto: Ontario Institute for Studies in Education.
Najjar, L. J. (1996). Multimedia information and Information Learning. Journal of Educational Multimedia and Hypermedia, 5, 129-150.
Nickell, G. S., & Pinto, J. N. (1986). The Computer Attitude Scale. Computers in Human Behavior, 2, 301-306.
Ohnmacht, F. W. (1966). Effects of Field independence and dogmatism on reversal and nonreversal shifts in concept formation. Perceptual and Motor Skills, 22, 491-497.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.
Robertson, S. J., Calder, J., Fung, P., Jones, A., & O’shea , T. (1995). Computer Attitudes in an English Secondary School. Computers& Education, 24(2), 73-81.
Selwyn, N. (1997). Students’ Attitudes toward Computers: Validation of a Computer Attitude Scale for 16-19 Education. Computer Educ, 28(1), 35-41.
Shapson, S. M. (1977). Hypothesis testing and cognitive style in children. Journal of Educational Psychology, 69, 452-463.
Smith, S. M., & Woody, P. C. (2000). Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220-223.
Thompson, M. (1988). Individualizing instructions with microcomputer producted text. Presented at the annual meeting of the Association for Education Communication and Technology. New Orleans, L. A.
Vaughan, T. (1993). Multimedia: Making it work. Berkeley, CA: Osborne /McGraw- Hill.
Weller, H. G., Repman, J., & Rooze, G. E. (1994). The relationship of learning, behavior, and cognitive styles in hypermedia-based instruction: Implications for design of HBI. Computers in the Schools. 10 (3/4), 401–420.
Wilder, G., Machie, D., & Cooper, J. (1985). Gender and Computer: Two Surveys of Computer-related Attitudes. Sex Rowe, 13(3), 215-228.
Witkin, H. A., & Goodenough, D. R. (1977). Field-dependence and interpersonal behavior. Psychological Bulletin, 84, 661-689.
Witkin, H., Dyk, R., Faterson, H., Goodenough, D., & Karp, S. A. (1962). Psychological Differentiation. New York :Wiley.
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11, 87-95.
Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
Yuen, C. Y. (1991). Multimedia：How it changes the way we teach & learn. Electronic Learning, 11, 22-26.