本研究之目的為剖析高中生在閱讀社會性科學議題文本時，其知識認識信念、視覺注意力、即時情緒變化與科學閱讀之論證推理表現之關聯性。研究設計以 51位高中二年級的學生作為受試對象，並以性別與學科背景作為學習者特性差異的依據，藉「第三天然氣接收站的興建與藻礁爭議」主題文本的閱讀與後續開放式論證推理問卷的填答，測量受試者論證推理表現，並於過程中以眼球追蹤技術與皮膚電阻感應器分別量測受試者的訊息處理注意力變化與即時情緒變化，結合後續獨立收集之知識認識信念問卷，進行比較。
結果發現，在視覺注意力上，總凝視時間與掃視時間與論證推理子項中「提出理由」呈正相關。而知識認識信念中較相信知識獲取合理性源自於學校或研究權威，其論證推理的結果也較為精煉。另外針對知識認識信念與視覺注意力之關係，越相信知識是確定、不變的，會與總凝視時間呈現正相關，而知識獲取來源相信是個人看法或多元觀點，則反之。最後，在注意力與情緒兩者關係之探討中，注意力時間越長，其情緒變化的趨勢則較緩。近一步，針對學習者的特性進行差異分析結果發現，男學生對於知識的合理性來源，相較於女學生更傾向於相信個人的看法或需要透過不同觀點進行比較。而女學生在論證推理表現上較男學生來得精煉，整體而言，知識獲取合理性來源傾向於個人看法者，相對論證推理表現也較低。在另一分組向度上，理組學生花費較長的注意力在文本上，也代表運用較多整合訊息的認知能力。

The purpose of this study is to analyzing associations among visual attention, emotional responses, epistemic beliefs and argumentative reasoning of high school students during SSI reading. We involved 51 11th grade students to read the text of “Guantang Liquefied Natural Gas Plant and Algal Reef” and answered argumentative reasoning questionnaires. During these process, eye-tracking and galvanic skin response sensor were used to measure participants' attention and immediate emotional changes. This data was combined with epistemic beliefs questionnaires to analyzed.
The results revealed that total-fixation duration and saccade were correlated with the argumentative reasoning. Participants who believed justification by research-based authority was demonstrated more refined argumentative reasoning results. Furthermore, regarding the relationship between knowledge beliefs and visual attention, participants believed more on “knowledge was certainty”, the more positive correlated with total fixation duration, while the belief in justification by personal opinions or multiple sources. Finally, in the discussion of the relationship between attention and emotion, longer attentional time was associated with a slower trend in emotional changes.
Further, revealed that male students compared to female were more inclined to believe in the rationality of personal opinions or multiple sources. Female students showed more refined reasoning skills. Overall, those who tended to believe in the justification by personal opinions also tended to have lower reasoning performance. In another hand, students major in science spent longer attention on the text also demonstrated greater cognitive ability in integrating information.

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