本研究為初探性的質量混合研究，探討在具有時間分散注意力的影片學習中，使用雙視窗策略，即學習者自行控制兩個播放視窗去協助整合「圖示」與「說明旁白」同時呈現的這個行為，是否有助於克服具時間分散注意力所產生的外在認知負荷，有效降低研究參與者之認知負荷，增加學習成效，達成自我管理認知負荷的目的。透過事後的訪談，深入了解影片學習時，研究參與者使用雙視窗策略的歷程，輔佐其解釋量化結果。本研究共收試22名研究參與者，隨機分派至「有使用策略組（n=11）」及「無使用策略組（n=11）」，兩組的差別為前者會教導雙視窗策略的使用並要求在影片學習時使用此策略；而後者為系統控制的學習且過程中不能自行操作影片播放。依變項為學習成效（記憶測驗和理解測驗）和認知負荷。量化結果發現，有無使用策略的組別的認知負荷沒有顯著差異。學習成效的部分，記憶測驗的結果有使用策略的組別較無使用策略的組別佳。兩天後的延宕學習成效皆沒有顯著差異。搭配質性資料探討，發現雙視窗策略主要為幫助圖文整合的記憶測驗，雖然能夠降低時間分散注意力所導致的外在認知負荷，但操作雙視窗策略本身亦產生了超出預期的外在認知負荷，最終導致認知負荷沒有差異，而對於學習成效的幫助也有限。質性資料也蒐集了研究參與者平常進行影片學習會使用的輔助行為，詳細內容陳述於論文中。

The study is a pilot study using mixed methods, and the purpose of this study is to examine effectiveness of “the dual windows strategy” in video material without temporal contiguity principle. This strategy leads learners to self-manage their cognitive load, reducing temporal distance of pictures and corresponding words. We recruited 22 Taiwanese adults as participants. Participants were randomly assigned to either using strategy group(n=11) or no using strategy group(n=11), and the different of the conditions is that using strategy group had been taught the dual windows strategy and required them do this strategy during video learning, but another group had done the same learning video without any guide and had not allowed to control the computer. The results indicated that the cognitive load of both conditions was not significantly different, and the retention test of using strategy group was better than no using strategy group, but the delayed learning outcomes were not significantly different between two conditions. However, we combined the quantitative and qualitative data to explain those results. We found that the main assistance of the dual windows strategy is retention of those information of pictures and corresponding words. This strategy could reduce the cognitive load lead by temporal split-attention effect, but however, it also increased additional cognitive load that participants used the strategy, and therefore, caused the quantitative results of cognitive load and learning outcomes. The qualitative interview found participants took the same strategy which were derived from different process, and we also induced various strategies could use in video-based learning.

中文部分
劉子鍵（2017）. 網路影片學習之認知負荷管理策略教學平台：策略與平台的發展、驗證與推廣。科技部專題研究計畫（編號：MOST106-2511-S-003-033-MY3）。

英文部分
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