為了解中文輔助與圖片表徵（動／靜態圖片）對於成人閱讀西班牙語顏色詞彙電子書的認知歷程與學習成效之影響，並探討讀者閱讀時視覺注意力分布對學習成效的預測性，本研究以便利取樣方式選取20名大學以上、無西班牙語背景之成人做為實驗對象，以重複測量方式讓受試者閱讀四種圖文組合（2x2：中文輔助[有中文vs無中文] x圖片表徵[動態圖片vs靜態圖片]）的電子書，並採用眼動追蹤技術與紙筆測驗分別檢驗學習者閱讀時的認知歷程與閱讀後的學習成效。研究中蒐集之眼動指標與後測成績使用描述性統計、相依樣本重複量數雙因子變異數分析、相依樣本重複量數單因子變異數分析、相依樣本t檢定、皮爾森相關分析、迴歸分析等統計等方法進行資料處理。研究結果發現，動態圖片顯著讓學習者獲得較佳的學習成效，此外，在有中文輔助搭配動態圖片組合的學習教材中，閱讀動態圖片之平均凝視時間越長可預測較佳的學習成效。有趣的是，學習者本身認為最容易學習的中文輔助靜態圖片組合教材反而得到最差的學習成效，同時學習者在有中文輔助的教材中雖然對西文投入較多注意力，但卻得到較差的學習成效，這些結果似乎顯示中文輔助學習西文可能干擾了學習者對西文在長期記憶的建構。本研究結果建議未來研究可針對其他詞彙類型進行更深入的認知歷程與學習成效探究，以提供教師、語言學習電子書之設計者與相關研究人員更完整的教學、設計與研究建議。

This study aimed to explore the visual behaviors and the effects of native language cuing and graphic designs on learning Spanish vocabularies via E-book reading. A repeated measure experimental design of 20 participants was used in this study. Four types of representations (with or without Chinese cuing v.s. static or dynamic graphic) were randomly assigned to 20 Spanish vocabularies for each participant and all participants read the vocabularies in a random order. An eye-tracking system (ASL Mobile Eye) was used to track and record each participant’s eye fixations while reading the e-book. A comprehension test was examined as an immediate posttest and a delayed posttest. Repeated 2x2 ANOVAs with post-hoc comparisons, one-way ANOVAs, paired t-tests, Pearson’s correlation analyses and regression analyses were used for data analyses. The results revealed that dynamic graphics had a significant better impact on learners’ immediate posttest scores. In reading the vocabularies represented by dynamic graphics with Chinese cuing, it was found that the learners’ average fixation duration on the dynamic graphic area significantly and positively predicted their learning performance. Meanwhile, when reading the vocabularies with Chinese cuing, the learners who paid more visual attention on Spanish texts and had more inter-scanning counts between Spanish and Chinese texts tended to have lower posttest scores. It was interesting to find that the learners had significantly lower scores on the vocabularies with Chinese cuing and static graphics, however, this was reported by the learners as the easiest type of e-book designs to learn. In conclusion, the results suggested that the constructions of the Spanish vocabularies in long-term memory may have been interfered with the Chinese cuing provided in the E-book. And the dynamic graphic seems to be better than the static graphic for learning second foreign language via E-book reading. Future studies could further explore the possible influence of types of vocabularies to provide more insights and suggestions for language instructors, language E-book designers and researchers.

中文
邱月玲、許良榮（2003）。不同的科學圖文配置對學生閱讀學習的影響－以「月相概念」為例。台中師院學報，17，283-310。
英文
Abraham, L. B. (2007). Second-language reading comprehension and vocabulary learning with multimedia. Hispania, 98-108.
Anderson, J. R. (2010). Cognitive Psychology and Its Implications. New York: Worth Publishers.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Baek, Y. K., & Layne, B. H. (1988). Color, graphics, and animation in a computer-assisted learning tutorial lesson. Journal of computer-based instruction, 15, 131-135.
Burk, R. (2001). E-book devices and the marketplace: in search of customers. Library Hi Tech, 19(4), 325-31.
Boucheix, J. M., & Lowe, R. K. (2010). An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and instruction, 20(2), 123-135.
Cagiltay, K., & Tekman, H. G. (2010). Change detection in desktop virtual environments: An eye-tracking study. Computers in human behavior, 26(6), 1305-1313.
Cherry, E. C. (1953). Some experiments on the recognition of speech, with one and
with two ears. The Journal of the acoustical society of America, 25(5), 975-979.
Cox, A., Ormes, S., MOHAMMED, H., & KERR, M. (2001). E-books. Library & information briefings, (96), 1-14.
de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding?. Learning and Instruction, 20(2), 111-122.
Hoffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and instruction, 17(6), 722-738.
Holmqvist, K., Nystrom, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. London, England: Oxford University Press.
Huang, H. C. (2013). E-reading and e-discussion: EFL learners' perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Huang, Y. M., Liang, T. H., Su, Y. N., & Chen, N. S. (2012). Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, 60(4), 703-722.
Hyona, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172-176.
Jonides, J. (1983). Further towards a model of the mind's eye's movement. Bulletin of the Psychonomic Society, 21(4), 247-250.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological review, 87, 329-354.
Kang, Y. Y., Wang, M. J. J., & Lin, R. (2009). Usability evaluation of E-books. Displays, 30(2), 49-52.
Kim, K., & Mundy, P. (2012). Joint attention, social-cognition, and recognition memory in adults. Frontiers in human neuroscience, 6, 172.
Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 1(55), 24-31.
Korat, O., & Shamir, A. (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20(4), 257-268. doi: 10.1111/j.1365-2729.2004.00078.
Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110-124.
Korat, O., & Shamir, A. (2012). Direct and indirect teaching: Using e-books for supporting vocabulary, word reading, and story comprehension for young children. Journal of Educational Computing Research, 46(2), 135-152.
Lai, J. Y., & Chang, C. Y. (2011). User attitudes toward dedicated e-book readers for reading: The effects of convenience, compatibility and media richness. Online Information Review, 35(4), 558-580.
Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., ... & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.
Lam, P., Lam, S.L., Lam, J. & McNaught, C. (2009). Usability and usefulness of eBooks on PPCs: How students' opinions vary over time. Australasian Journal of Educational Technology, 25(1), 30-44.
Lenders, O. (2008). Electronic glossing–is it worth the effort? Computer Assisted Language Learning, 21(5), 457-481.
Li, L. Y., Chen, G. D., & Yang, S. J. (2013). Construction of cognitive maps to improve e-book reading and navigation. Computers & Education, 60(1), 32-39.
Liu, H. C., & Chuang, H. H. (2011). An examination of cognitive processing of multimedia information based on viewers' eye movements. Interactive Learning Environments, 19(5), 503-517.
Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402.
Mason, L., Pluchino, P. & Tornatora, M. C. (2013). Effects of picture labeling on science text processing and learning: Evidence from eye movements. Reading Research Quarterly, 48(2), 199-214.
Mayer, R. (2009). Multimedia Learning. (2nd ed.). NY: Cambridge University Press.
Naumann, J., Richter, T., Flender, J., Christmann, U., & Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99(4), 791-807.
Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445-453.
Paivio, A. (1986). Mental representations: A dual coding approach. NY: Oxford University Press.
Plass, J.L., Chun, D.M., Mayer, R.E. & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
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.
Raynor, M., & Iggulden, H. (2008). Online anatomy and physiology: piloting the use of an anatomy and physiology e-book–VLE hybrid in pre-registration and post-qualifying nursing programmes at the University of Salford. Health Information & Libraries Journal. 2(25), 98-105. doi: 10.1111/j.1471–1842.2007.00748.x.
Rehder, B., & Hoffman, A. B. (2005). Eyetracking and selective attention in category learning. Cognitive Psychology, 51(1), 1-41.
Rockinson-Szapkiw, A.J., Courduff, J., Carter, K. & Bennett, D. (2013). Electronic Versus Traditional Print Textbooks: A Comparison Study on the Influence of University Students’ Learning. Computers & Education, 63, 259-266. doi: 10.1016/j.compedu.2012.11.022 / CrossRef link
Rose, E. (2011). The Phenomenology of On-screen Reading: University Students' Lived Experience of digitised text. British Journal of Educational Technology, 42(3), 515-526. doi: 10.1111/j.1467-8535.2009.01043.x.
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.
Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. Computers & Education, 51(1), 354-367.
Shih, B. Y., Chen, T. H., Cheng, M. H., Chen, C. Y., & Chen, B. W. (2013). How to manipulate interactive E-book on learning natural catastrophe—An example of structural mechanics using power machine. Natural hazards, 65(3), 1637-1652.
Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 1(112), 36-55.
Stirling, A., & Birt, J. (2013) An Enriched Multimedia eBook Application to Facilitate Learning of Anatomy. Anatomical Sciences Education, 1(7), 19-27. doi: 10.1002/ase.1373.
Vassiliou, M., & Rowley, J. (2008). Progressing the definition of “e-book”. Library Hi Tech, 26(3), 355-368.
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25(2), 339-347.
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948.