隨著科技的發展，網路上有大量的多媒體教學影片，數位學習（e-Learning）已逐漸成為重要的學習管道，綜觀過去的研究，多媒體學習認知理論與認知負荷理論廣泛應用於數位教材的設計上，然而教學者手勢與動畫在數位教材中所扮演的角色仍有待進一步探究，本研究以數學學科本質、科技特色、認知結構、研究工具這四個面向探討橢圓概念教學影片是否包含教學者手勢與／或動態繪圖對學生的學習成效與認知負荷感受的影響，並以學生特質的觀點進一步探討此影響是否因學生的學習準備度（高學習成就、低學習成就）或認知風格（視覺型、語文型、混和型）而有所不同。本研究採準實驗研究法，並由研究結果建立以下假說：一、教學者手勢對學習成效的影響與所學的內容或學生的學習準備度有關（如後測試題第3題、第4題）。二、動態繪圖有助於建立學生概念結構中的心智圖像，強化表徵之間的動態連結，並促進遷移題的表現（如後測試題第5-1題）。三、高學習成就的學生其認知負荷感受顯著低於低學習成就的學生。

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