由於概念涉及的時間、空間、日月地的相對關係過於抽象而難以理解，月相盈虧成因是國中學生常感到困難的一個單元。本研究希望發展一套以月相盈虧成因概念為主題的動畫教材輔助國中學生學習。研究者將參考Mayer（2003）與Sweller（2008）的認知負荷理論，開發「月相盈虧成因的多媒體動畫教材」。本研究的主要目的有二：(1)探討增加動畫的呈現，是否比圖文教材更能幫助國中學生減少學習的認知負荷，有效提升月相盈虧成因概念學習成效；(2)探討空間能力、認知負荷、以及國中學生運用不同教材學習月相概念學習成效間的關聯。
本研究以中區某公立國中九年級學生為研究對象，有效樣本共98位學生。學生接受空間能力測驗後，隨機分成動畫圖文組與圖文組，使用多媒體月相盈虧概念教材進行學習。課程結束之後接受月相盈虧成因學習成效測驗、認知負荷量表。資料分析方法使用獨立樣本平均數考驗（t-test, independent samples）與變異數分析法（ANOVA）。
研究結果如下：（1）動畫圖文組與圖文組在學習成效表現上無顯著差異；（2）認知負荷與學習成效呈現負相關（r=-.298, p<.01），空間能力與學習成效正相關（r=.471, p<.01）；（3）高空間能力的學習者無論使用動畫圖文教材或圖文教材，學習成效皆顯著優於低空間能力的學習者（F(3,50)=10.458, p=.000, f=0.616）；（4）高空間能力的學習者無論使用動畫圖文教材或圖文教材，與低空間能力的學習者的認知負荷沒有顯著差異（F(3,50)=2.56, p=.065, f=0.361）；（5）高空間能力學習者的教材效果顯著優於低空間能力的學習者（F(3,50)=9.985, p=.000, f=0.606）。

The causes of moon phases is a difficult unit for secondary students to understanding, so this study hopes to develop a multimedia animation instrument to assist student’s learning. To do so, we used to Mayer’s(2003) cognitive theory of multimedia learning(CTML) and Sweller’s(2008) cognitive load theory(CLT) and instructional designs to develop the multimedia animation instrument.
Ninety-eight students took the spatial ability test, and then were randomly divided into animation graphic group(AGG) and static graphic group(SGG). After multimedia learning, students completed the self-reported scale of cognitive load and multiple choices learning outcomes test.
It was found that the learning outcomes showed no significant difference between AGG and SGG. Learning outcomes had a negative correlation(r=-.298, p<.01) with cognitive load. Spatial ability was positively related to learning outcomes(r=.471, p<.01). High spatial ability students’ learning outcomes were significantly better than low spatial ability students(F(3,50)=10.458, p=.000, f=0.616). High spatial ability students reported lower cognitive load than low spatial ability students (F(3,50)=2.56, p=.065, f=0.361).

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