本研究之目的為探討國小注意力缺陷過動兒童（以下簡稱ADHD）及一般兒童於不同測驗情境之注意力表現，及虛擬情境評量注意力之應用可能性。本研究綜合Cohen（2014）、Posner（2011）及Sohlberg和Mateer（2005）等人三種注意力理論，將其注意力類型分成五種，如集中性、選擇性、交替性、分散性及持續性注意力，並各自安排非虛擬及虛擬情境之評量作為本研究工具。研究對象取自新北市某國小三年級到六年級學生，共四十位，ADHD兒童分兩部分取得，一為已經由醫師診斷為注意力缺陷過動症，二為依據洪儷瑜等人（2001）之學校本位發現ADHD程序，由班級導師提名具有注意力不集中、過動或衝動等行為學生，共二十一位；一般兒童則與ADHD兒童採配對方式，如年齡、性別，共十九位學生。
所有兒童皆參加非虛擬與虛擬測驗，研究結果發現：（1）不同測驗情境之各項注意力評量的相關性結果：正確分數彼此成現正相關、平均反應時間與省略錯誤呈正相關、與衝動錯誤呈負相關。（2）不同測驗情境之各項注意力評量的差異分析：兩組兒童於非虛擬與虛擬測驗的表現均有顯著差異，大都在正確數及錯誤類型，表示ADHD兒童於集中/選擇、交替性、分散性及持續性注意力表現顯著差於一般兒童，但反應時間差異不大。
根據上述結果，本研究針對研究對象、測驗工具和研究設計提出限制及建議。

The purpose of the study was to investigate (a) the relationship of five types of attention performance between non-virtual and virtual assessment; (b) the differences of attention between children with and without ADHD assessed by virtual an non-virtual assessment.

Five types of attention were concluded from three theories of attention, Cohen (2014), Posner (2011), and Sohlberg & Mateer (2005) , which were focused, selective, alternating, divided, and sustained attention. There were 40 children selected from third to sixth grade in one primary school in northern Taiwan, who were devided into two group, 21 ADHD children and 19 typical development children selected as matching with ADHD peers.

All the participants were administrated by non-virtual and virtual assessment individually, (a) Most measruemet of attentions, both in non-virtual and virtual, their means of response time were positively correlated with omission and were negatively correlated with commission. (b) Children with ADHD and children without ADHD were found significantly different on the number of corrects, the types of errors on five types of attention ( focused, selective, alternating, divided, and sustained attention), both in nonvirtual and virtual. However, difference in response time of measurements between two groups failed to be found .

On the base of the findings, the limitationd and suggestions about participants, measurement, and research design are made.

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