本研究旨在探討多媒體素材設計對於成人學習英語詞彙之學習成效及認知負荷之影響，同時檢視學習者在電子書閱讀歷程中之視覺注意力分佈和學習成效之間的關係。本研究採2X3重複測量實驗設計：單字難易度（簡單、困難） v.s. 背景圖片複雜度（低度、中度、高度），每位受試者皆閱讀含相同六組設計的多媒體英文單字電子書，但隨機分配每位受試者閱讀單字的順序。研究樣本為臺灣北部地區30位大學生及研究生，取樣方式採便利取樣及滾雪球方式進行。實驗前測以問卷檢測受試者對這些單字的熟悉度，在實驗過程中利用ASL Mobile Eye-XG行動式眼動儀記錄每位受試者閱讀電子書之視覺行為歷程，實驗後測則使用問卷檢測立即學習成效及認知負荷，兩週後進行延宕後測以檢測學習保留。本研究利用皮爾森積差相關分析檢測學習成效、認知負荷及視覺注意力兩兩之間的關係，再根據相關分析結果，進行重複量數二因子變異數分析，比較受試者閱讀不同組合單字的注意力分佈和學習成效及保留。研究結果顯示，前測成績與內在認知負荷有密切相關，不同種類認知負荷分別與不同興趣區塊之不同眼動指標有顯著相關，圖片區的視覺處理與立即後測（短期記憶）有顯著相關。而多媒體設計複雜度對於各組合單字之學習成效的影響並未發現有顯著差異；但對於視覺注意力的影響則有顯著差異的發現，受試者在六種設計組合中有不同之視覺注意力分佈模式。最後，本研究根據實驗過程及結果發現分別對研究及教學實務提出具體建議作為學習內容設計之參考。

The purpose of this study was to explore the effect of multimedia complexity on English vocabulary learning achievement and cognitive load. Meanwhile, the difference of visual behaviors during cognitive process were also examined. A repeated measure experimental design was conducted to investigate 30 participants reading English vocabulary E-book. The learning materials were the same but the order was randomized for individuals. (2X3: level of vocabulary [simple, difficult] and complexity of background picture [low, medium, high]). Participants’ visual behaviors were recorded by ASL mobile Eye-XG eye-tracking system during the reading process. A pretest was used to collect the participants’ prior knowledge regarding these vocabularies. Learning achievements and cognitive loads were assessed by a recall test and a cognitive load questionnaire right after the reading task. A retention test was conducted two weeks after the reading task. Pearson’s correlation analyses were used for examining the relationship among learning achievement, cognitive load and visual behaviors. Based on the results of correlation analyses, repeated 2X3 ANOVAs with post-hoc comparisons were used to compare the learning achievement and corresponding eye-tracking measures among different multimedia design groups. The results revealed that the pretest scores and intrinsic cognitive load had a significant correlation. The significant correlations between different types of cognitive loads and corresponding eye-tracking measures were shown in different areas of interest. And the pupil dilation on pictures has a significant correlation with immediate posttest (short-term memory). No a significant impact was found on the learning achievement in terms of the multimedia design; however, there were different visual behaviors on each design. Some suggestions were provided for future studies and designs of English vocabulary learning materials.

中文部分
張春興（2003）。教育心理學。臺北：臺灣東華書局股份有限公司。
葉玉珠、高源令、修慧蘭、陳世芬、曾慧敏、王珮玲、陳惠萍（2012）。教育心理學。心理出版社股份有限公司。
李玉琇、蔣文祁（譯）（2009）。認知心理學（原作者：Robert J. Sternberg）。台北：新加坡商聖智學習出版公司台灣分公司。（原著出版年：2003）
李政賢、廖志恒、林靜如（譯）（2012）。質性研究導論（原作者：Uwe Flick）。臺北市：五南。（原著出版年：2002）
英文部分
Aldera, A. S., & Mohsen, M. A. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers & Education, 68, 60-75.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation, 2, 89-195.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Bieri, J. (1955). Cognitive complexity-simplicity and predictive behavior. The Journal of Abnormal and Social Psychology, 51(2), 263.
Bodden, J. L. (1970). Cognitive complexity as a factor in appropriate vocational choice. Journal of Counseling Psychology, 17(4), 364.
Bower, G. H. (1970). Imagery as a relational organizer in associative learning. Journal of Verbal Learning and Verbal Behavior, 9(5), 529-533.
Bruner, J. S. (1966). Toward a theory of instruction. London & England: Harvard University Press.
Canham, M., & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20(2), 155-166.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332.
Chung, K. K. (2007). Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27(1), 1-20.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cowan, N. (2010). The magical mystery four how is working memory capacity limited, and why? Current Directions in Psychological Science, 19(1), 51-57.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134.
Diao, Y., & Sweller, J. (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and Instruction, 17(1), 78-88.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. Oxford: Oxford University Press.
Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172-176.
Inhoff, A. W., & Radach, R. (1998). Definition and computation of oculomotor measures in the study of cognitive processes. In G. Underwood (Ed.) Eye guidance in reading and scene perception (pp.29-53). Elsevier Science Ltd.
Hansen, J. P. (1991). The use of eye mark recordings to support verbal retrospection in software testing. Acta Psychologica, 76(1), 31-49.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329-354.
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-299.
Krashen, S. D. (1985).The input hypothesis: Issues and implications (Vol. 19850). London: Longman.
Lai, M. L., Tsai, M.-J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J.C. & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.
Lee, C. H., & Kalyuga, S. (2011). Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect. Computers in Human Behavior, 27(1), 11-15.
Liu, P. L. (2014). Using eye tracking to understand the responses of learners to vocabulary learning strategy instruction and use. Computer Assisted Language Learning, 27(4), 330-343.
Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education, 60（1), 95-109.
Mayer, R. E. （2009). Multimedia learning （2ed ed.). New York, NY: Cambridge University Press.
Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and instruction, 20(2), 167-171.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
Moussa‐Inaty, J., Ayres, P., & Sweller, J. (2012). Improving listening skills in English as a foreign language by reading rather than listening: A cognitive load perspective. Applied Cognitive Psychology, 26(3), 391-402.
Nation, I. S. P. (2001). Learning vocabulary in another language. New York, NY: Cambridge University Press.
Oksa, A., Kalyuga, S., & Chandler, P. (2010). Expertise reversal effect in using explanatory notes for readers of Shakespearean text. Instructional Science, 38(3), 217-236.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-72.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
Peterson, L., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of experimental psychology, 58(3), 193.
Piaget, J.(1928). The child's conception of the world. London: Routledge and Kegan Paul Ltd.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221-243.
Radach, R., & Kennedy, A. (2004). Theoretical perspectives on eye movements in reading: Past controversies, current issues, and an agenda for future research. European Journal of Cognitive Psychology, 16(1-2), 3-26.
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372.
Roberts, L., & Siyanova-Chanturia, A. (2013). Using eye-tracking to investigate topics in L2 acquisition and L2 processing. Studies in Second Language Acquisition, 35(02), 213-235.
Scharinger, C., Kammerer, Y., & Gerjets, P. (2015). Pupil Dilation and EEG Alpha Frequency Band Power Reveal Load on Executive Functions for Link-Selection Processes during Text Reading. PloS one, 10(6): e0130608.
Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system-and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100-110.
Shepard, R. N. (1967). Recognition memory for words, sentences, and pictures. Journal of verbal Learning and verbal Behavior, 6(1), 156-163.
Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th) Boston, MA: Pearson Education, Inc.
Starr, M. S., & Rayner, K. (2001). Eye movements during reading: Some current controversies. Trends in Cognitive Sciences, 5(4), 156-163.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
Sweller, J., Ayres, P., Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
Van Hiel, A., & Mervielde, I. (2003). The measurement of cognitive complexity and its relationship with political extremism. Political Psychology, 24(4), 781-801.
Van Gog, T., Paas, F., van Merriënboer, J. J., & Witte, P. (2005). Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied, 11(4), 237.
Van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2), 95-99.
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye‐tracking study. The Modern Language Journal, 97(1), 254-275.
Winke, P. M., Godfroid, A., & Gass, S. M. (2013). Eye-movement recordings in second language research. Studies in Second Language Acquisition, 35(2), 205-212.
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24(4), 345-376.
Wright, A. (1989). Pictures for language learning. New York, NY: Cambridge University Press.
Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23(1), 1-21.
Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO journal, 20(1), 33-58.