本研究發展一套數位筆結合紙本閱讀之腦波注意力診斷複習機制輔助英語學習，並與數位筆結合紙本閱讀之自主診斷複習機制進行比較，以驗證採用所發展之腦波注意力診斷複習機制的實驗組學習者，是否在英語學習成效、複習注意力與複習診斷滿意度上優於採用自主診斷複習機制的控制組學習者。此外，也探討所發展腦波注意力診斷複習機制對於實驗組與控制組場地獨立與場地依賴不同認知風格、高低注意力以及高低不同學習能力者，在學習成效、複習注意力與複習診斷滿意度上的影響。
實驗結果發現：(1)採用注意力診斷複習機制的實驗組學習者在學習成
效上顯著優於採用自主診斷複習機制的控制組學習者；(2)場地依賴型學習者採用注意力複習診斷機制在學習成效上顯著優於採用自主診斷複習機
制；(3)低學習能力學習者採用注意力複習診斷機制在學習成效上顯著優於採用自主診斷複習機制；(4)採用注意力複習診斷機制的高注意力學習者在學習成效與複習注意力上顯著優於低注意力學習者；(5)採用注意力診斷複習機制與自主診斷複習機制的高學習能力者在學習成效上顯著優於低學習能力者。
　研究結果顯示，本研究所發展之腦波注意力診斷複習機制可有效偵測學習者需要進行複習之低注意力學習段落，有效幫助學習者提升英語學習成效。

A brainwave attention diagnosis and review system assisted English learning for paper-based reading with digital pen is developed to compare with an autonomous diagnosis and review system for paper-based reading with digital pen in this study. It aims to confirm the learners with the developed brainwave attention diagnosis and review system in the experimental group outperforming the learners with the autonomous diagnosis and review system in the control group on English learning achievement, review attention, and
review diagnosis satisfaction. Furthermore, it tends to discuss the effects of distinct cognitive styles of field independence and field dependence, attention,
and learning capability between the experimental group with the developed brainwave attention diagnosis and review system and the control group on the learning achievement, review attention, and review diagnosis satisfaction.
The experimental results present the following findings. (1) The learners applying the attention diagnosis and review system in the experimental group outperform the learners adopting the autonomous diagnosis and review system in the control group on learning achievement. (2) The field-dependent learners with the attention review and diagnosis system significantly outperform the
ones with the autonomous diagnosis and review system. (3) The learners with low learning capability applying the attention review and diagnosis system remarkably outperform the ones adopting the autonomous diagnosis and review system on learning achievement. (4) The learners with high attention applying the attention review and diagnosis system notably outperform the ones with
low attention on learning achievement and review attention. (5) The ones with high learning capability applying either attention diagnosis and review system
or autonomous diagnosis and review system significantly outperform the ones with low learning capability.
The research results show that the developed brainwave attention diagnosis and review system could effectively detect the learning section which requires review because of low attention of the learners so as to effectively assist the learners in enhancing the English learning achievement.

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