具有自我調整學習特徵的學生通常會有較佳的學習表現，然而研究指出在超媒體學習的環境中，由於學習者本身缺乏自我調整的能力以及無法充分利用此環境，因此沒有運用關鍵的自我調整歷程。此外，多項研究均支持測驗將能促使學習者的自我調整行為進而提升學生的學習成效，更有研究指出將遊戲應用在教學環境中，有促進學習動機的效果。因此利用遊戲式測驗類型去設計一套的超媒體閱讀學習環境，強化學習者的使用動機、提升自我調整的能力，並藉以促使閱讀效果發揮其最大成效，實乃值得探討的主題。
本研究主要目的在探討國小學童在超媒體環境中進行網路閱讀活動時，運用不同的測驗類型(精熟測驗組、非精熟測驗組、非精熟遊戲測驗組、無測驗組)，對於其自我調整行為包括閱讀次數、閱讀時間、用心程度、回視次數、以及回視時間等是否產生改變，及對於閱讀成效的影響，做為將來探討國小學童網路閱讀行為及超媒體學習環境設計的參考。本研究採用等組後測實驗設計，以台北市某國小五年級四個班級學生96人為對象進行實證研究。實驗後，採用單因子變異數分析進行資料分析與探討。研究結果發現：(1) 不同測驗類型對國小學童在網路閱讀時的閱讀次數、回視次數以及回視時間具有顯著影響；(2) 超媒體學習中不同測驗類型對國小學童的閱讀時間、用心程度與閱讀成效無顯著差異。

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