本研究旨在探討個體在不同媒介工具下，其心像的建構及連結符號表徵的情形。整個研究主要分成二個實驗活動進行。第一個實驗活動的目的在分析大學生透過動畫觀察、實物操作、語意描述等三種不同的媒介方式，其建構心臟線圖形結構與連結參數式的情形。第二個實驗活動的目的在分析大學生透過不同型式的動畫及書面上的圖形，其建構心臟線圖形結構與連結參數式的情形。
第一個實驗研究結果顯示，在幫助受測者建構正確且連續的點軌跡心像上，動畫觀察優於實物操作，實物操作優於語意描述；在幫助受測者掌握動點圖形結構與角度變化的關係上，動畫觀察及實物操作都明顯優於語意描述。在幫助受測者將圖形與符號變換的情形上，動畫觀察優於實物操作，實物操作優於語意描述。
第二個實驗研究結果顯示，在幫助受測者建構正確且連續的點軌跡心像上，T-P動畫觀察、T-I動畫觀察及靜態圖形觀察都優於T-S動畫觀察；在幫助受測者掌握動點圖形結構與角度變化的關係上，T-P動畫觀察對於受測者掌握圖形結構的動態變化上，明顯優於其它三個媒介工具，而靜態圖形觀察主要會幫助受測者掌握靜態的圖形結構性質，T-I動畫觀察、T-S動畫觀察則很難幫助受測者掌握圖形結構與角度變化的關係。在幫助受測者將圖形與符號變換的情形上，T-P動畫觀察優於靜態圖形觀察，而T-I動畫觀察、T-S動畫觀察則都比較不能幫助受測者將圖形與符號變換成功。
由實驗結果顯示，動畫雖可激發個體建構心像以連結符號表徵，但也因不同型式的動畫產生不同效果。因此在用動畫輔助圖形參數式的相關教學時，設計動畫時需要注意是否有強調出參數的存在性及圖形結構變化與參數之連續性變化的關係，它會影響學生被動畫所激發出的心像操弄，而影響其對圖形與符號連結之掌握程度。

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