本研究旨在探討微課程簡短的課程特性對於學習者的影響，並以不同課程切割方式與課程總長度之差異，設計出傳統線上課程、片段式課程與微課程三種不同課程方式，比較三個組別中的注意力、認知負荷與學習保留效果。其中，將學習保留根據記憶停留時間分成立即保留與延後保留兩種，並亦將注意力作為立即保留之中介變項。本研究採實驗設計，以社會心理學課程中的從眾行為做為課程主題，使用量化為主、質性為輔的方式，招募90位大學生作為參與者，採取隨機分派的方式將參與者分至傳統線上課程、片段式課程與微課程三個不同課程方式的組別當中進行實驗，於實驗結束後給予學習者填寫注意力再認、從眾行為評量後測、認知負荷量表與自陳式注意力量表，並加入開放式問題以深入了解參與者對於不同課程方式之實際感受作為質性輔助資料，再於實驗結束後的五至七天，給予參與者填寫從眾行為延後測，藉由獨立樣本變異數分析與簡單迴歸分析等方法進行量化統計考驗。研究結果顯示：（1）於注意力再認部分，片段式課程顯著高於傳統線上課程；而自陳式注意力量表部分，微課程顯著高於傳統線上課程。（2）於認知負荷部分，三個組別並無顯著差異。（3）於立即保留部分，三個組別無顯著差異；於延後保留部分，三個組別亦無顯著差異。（4）於迴歸分析部分，注意力中介於不同課程方式對立即保留之間接效果分析中顯示中介效果並不成立。最後，根據研究結果進行討論，並對未來研究與課程設計提出建議，作為往後研究與實務上的參考。

The purpose of this study is to explore the effect of micro-courses which featured of its curt content on learners. Based on the course segmentation and its total length, three different kinds of learning mode were designed, including traditional-online-courses, fragmented-courses and micro-courses. Compare the attention, cognitive load and learning retention effect among the three groups. Among them, according to memory retention time, learning retention is divided into two types: immediate retention and delayed retention. Then, take attention as the mediation variables. The experimental design was used in this study which applied the conformity of social psychology as the subject of the course. This study is conducted mainly by the quantitative research, and supplemented by the qualitative research. 90 college students were recruited as participants, and the participants were randomly assigned to three different courses of traditional-online-courses, fragmented-courses and micro-courses to conduct the experiment. After the experiment, the participants will ask to finish the attention recognition, post-test about conformity evaluation, cognitive load questionnaire and self-reported attention strength scale. Also add open-ended questions to gain a deeper understanding of the participants’ actual feelings about the different courses. Then, five to seven days after the end of the experiment, participants will come back to fill the retentive test. Statistical tests will performed by independent sample variation analysis and simple regression analysis. The results of the study show that: （1） In the attention recognition, the fragmented-courses is significantly higher than the traditional-online-courses; while in the self-reported attention strength scale, the micro-courses is significantly higher than the traditional-online-courses. （2） In terms of cognitive load, there is no significant difference between the three groups. （3） In the immediate retention, there is no significant difference between the three groups ; in the delayed retention, there is also no significant difference in the three groups. （4） In the regression analysis, the intermediary effect shown in the analysis of the indirect effect of the different course methods on immediate retention is not accepted. Finally, according to the study results and discussion, recommendations were purposed for future research and course design, as a reference for future research and practice.

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