本研究旨在探討認知型態與知識圖學習活動對網路化學習成效之影響。在教學實驗中，學習者透過網際網路研習教學內容，並經由知識圖瀏覽及知識圖建構的學習活動，獲知所學知識內容的知識架構；學習者認知型態則是依據「團體藏圖測驗」分為場地獨立與場地依賴兩組。研究以準實驗研究法進行，受試樣本共144位高職一、二年級資料處理科學生參與本研究。研究結果以變異數分析並以先備知識作為二因子共變數分析之共變量，本研究並以態度問卷調查知識圖瀏覽學習組與建構學習組的看法。
研究結果顯示：(1)使用知識圖建構學習活動有助於學習電腦知識，包括事實性與組合性；(2)認知型態差異影響組合性知識的學習成效，但對事實性知識則無影響；(3)學生認知型態與學習活動無交互作用，其關係仍有待進一步探討；(4)學習者不論是透過瀏覽學習活動或是建構學習活動學習，其對使用知識圖學習活動學習電腦網路皆有不錯的滿意度；而且建構學習活動比瀏覽學習活動更受歡迎。

This study investigated the effect of cognitive style and knowledge map learning activity on learners’ performance in a web-based learning environment. One hundred and forty-four high school students participated in this study and learned computer network knowledge through knowledge map construction and browsing activities. A factorial quiz-experimental research design was employed to investigate the relationships between the dependent variable and independent variables. The statistical procedure of two-way ANCOVA was used to analyze the collected data. In addition, questionnaires were conducted after the learning activity to collect information regarding participants’ feelings and attitudes toward the knowledge map learning activity in the web-based learning.
The results showed that (1) knowledge map construction learning activities were effective both in facilitating the learning of factual and combination declarative knowledge of computer network; (2) cognitive styles influenced the learning of combination knowledge; (3) future study were suggested to investigate the interaction between cognitive style and type of learning activity in more detail; (4) learners were not just highly satisfied with knowledge construction and browsing activities, but also benefited from them. Furthermore, knowledge construction activity outperformed browsing activity in facilitating learning.

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