本研究的目的在依據超媒體寫作歷程，開發設計一多方位輔助的超媒體寫作系統。系統結合自我調整策略以及運用代理人機制，以輔助學生進行超媒體寫作活動。
本研究以實徵研究來考驗所開發之系統，研究對象為板橋江翠國中一年級四個班級共108名學生，進行四週共八節課的網頁寫作活動。探討在有無系統輔助的環境之下，學生的超媒體作品成效與態度，並分析比較高、低網頁寫作成績學生之寫作歷程。此外，尚探討不同性別學生超媒體寫作成效的差異。
研究結論如下：(一)本研究所提出的網頁寫作輔助歷程與系統引導機制，可以促進學生網頁寫作之成效。(二)網頁寫作高成就學生較低成就學生能有效運用自我調整策略進行網頁寫作活動，且高成就學生之歷程模式完整，且各具自我風格。(三)在網頁寫作活動中之性別差異上，男生對電腦態度與網頁作品成效皆優於女生。

The purpose of this study is to develop a hypermedia authoring system based on a hypermedia design process. The system integrates self-regulation strategies and agent technologies for assisting students with their hypermedia authoring activities.
Four classes of 108 seventh graders participated in the experiments of evaluating the qualities of students’ web-page implementation projects through the systems with and without self regulation strategies. The study also analyzed and compared the hypermedia design processes of students of high- and low-quality products. The issue of the effect of gender difference on product qualities is also addressed.
Through the experiment, we found the following results:
1. The environment and the model we proposed could enhance the quality of students’ hypermedia authoring.
2. The students who produced high-quality web-pages could better integrating the suitable self-regulation strategies into their hypermedia authoring activities, and also present the complete writing process in their own authoring styles.
3. In gender differences, boys have higher quality hypermedia products, and better computer attitudes.

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