本研究主要探討在線上影片註記環境中，圖像/文字認知風格、影片註記自我效能、認知負荷對影片註記行為及學習表現之影響。共計74名國小六年級學童參與本研究，並使用「線上影片註記系統」進行線上影片註記。本研究之研究方法採質化與量化並行之方式，在質化的部分採內容分析法，以瞭解學生線上影片註記之行為品質；量化部份則採用問卷調查法，以了解學生之圖像/文字認知風格、影片註記自我效能及認知負荷。

本研究結果顯示，在線上影片註記環境中： (1)影片註記自我效能對中層次線上影片註記行為具有顯著預測力。(2)影片註記效能對認知負荷有顯著的負向預測力。(3)文字型認知風格對認知負荷具有顯著的負向預測力；而高圖像型認知風格者，其認知負荷較低圖像型認知風格者為低。(4)認知負荷對註記品質具有顯著的負向預測力。(5)註記品質與高層次影片註記行為對學習表現皆具有顯著的預測力。最後本研究依據研究結果進行討論，並針對教師教學、數位學習系統設計及未來後續研究提出相關建議。

This study attempted to investigate the role of individuals’ difference (i.e. videoannotation self-efficacy, verbal / imagery cognitive style, and cognitive load) inlearning behavior (i.e. on-line video annotation behavior) and performance in theon-line video annotation environment. There were seventy-four students enrolled inthe course of this study. Both quantitative and qualitative methods were applied fordata analysis. The content analysis was used to analyze the students’ on-line videoannotation behaviors, while some quantative methods were used to analyze or thereliability of the questionnaires for students’ video annotation self-efficacy, verbal /imagery cognitive style, and cognitive load.
The result showed that (1) Video annotation self-efficacy was significantly
predicted mid-level video annotation behaviors. (2) Video annotation self-efficacywas negatively predicted cognitive load. (3) Verbal cognitive style was negativelypredicted cognitive load, and students with high imagery cognitive style have lowercognitive load than those with low imagery cognitive style. (4) Cognitive load wasnegatively predicted the quality of video annotation. (5) The quality of videoannotation and high-level video annotation behaviors were significantly predictedperformance. Finally, implications and suggestions for future research were provided.

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