依據研究結果的發現，茲分為未來研究方向與實際應用兩方面進行陳述如下：
一、未來研究方面的建議
本研究的結論，回答了相對時宜按鍵工作在漸增情境干擾下並不受自控制的影響，
且漸增情境干擾的練習方式，能夠促進動作表現與學習。過去自我控制的研究多數僅
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檢驗自我控制的益處，但未考量學習者是否具備規劃較具效益練習方式的能力，且基 於實驗設計的限制，本研究僅能回答在有限制的自我控制下，漸增情境干擾的動作表 現與學習效益。若要進一步了解漸增情境干擾與自我控制練習對動作表現與學習的影 響，建議未來可以使用完全自我控制組的實驗設計進行檢驗。
再者，本研究採用先集團、中序列、後隨機的漸增情境干擾練習方式作為安排，
發現該練習方式有益於動作學習。建議未來可使用先集團與後隨機的練習安排進行動 作學習的檢驗，方可釐清此練習安排的益處是否來自於漸增情境干擾，或是僅因為先 集團後隨機的練習方式有益於動作表現與學習。
二、實際應用方面的建議：
本研究欲瞭解何種練習方式能夠最有利於動作表現與學習，實驗結果發現，在漸 增情境干擾的練習安排下，有無自我控制並不會對產生額外的學習效益。因此建議在 實際教學場域中，如因大班制受限而無法依據個別差異進行自我控制練習的安排時，
可採用漸增情境干擾的方式作為教學上的練習安排。
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附錄一
慣用手問卷
謝謝您參與本研究，請依照您個人平時的習慣勾選回答下列問題
項目 勾選欄
用筷子吃飯時，我會用 □右手 □左手
簽名時，我會用 □右手 □左手
畫圖時，我會用 □右手 □左手
需要切水果時，我會用 □右手 □左手
需要用湯匙喝湯時，我會用 □右手 □左手
喝飲料需插吸管時，我會用 □右手 □左手
使用打火機時，我會用 □右手 □左手
掃地時，我會用 □右手 □左手
刷牙時，我會用 □右手 □左手
投擲垃圾，我會用 □右手 □左手
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附錄二
參與研究同意書
您好：
我是國立臺灣師範大學體育學系碩士班的研究生，目前正在進行關於動作學習的 研究，非常榮幸能邀請您參與本次的研究，希望能先徵求您的同意並簽名。
本實驗過程共需兩天的時間，實驗工作為慣用手的時宜按鍵工作，第一天需要您 進行 126 次的試作，過程約一小時；第二天同樣以此動作進行 18 的次試，過程約 5~10 分鐘。本實驗純屬動作學習的研究，不會對人體健康造成任何傷害。實驗結果僅對團 體結果做比較，不進行個人資料分析，您可以自由選擇是否參與此次研究。
在您簽屬同意參與本實驗，若於實驗期間有任何不舒服的感覺、或改變心意想退 出，您可隨時告知研究者，退出實驗而不受任何約束。同時為確保研究參與者的隱私 權，任何有關您的資料均會妥善保管，旁人無從獲知。若將來本篇研究公開發表或出 版時亦不會顯現您的資料。
最後，誠摯的感謝您參與本研究。
研 究 者：陳温旬 (H) 02-77343224 (M) 0911-887558 指導老師：卓俊伶 博士 (O) 02-77343201
單 位: 國 立 臺 灣 師 範 大 學 體 育 學 系
『參加者同意書』 編號 ______ 組別_____日期_______
經過詳細閱讀以上的陳述，我已瞭解且同意參與上述研究。
學生姓名(簽名)：___________________ 性別：______
出 生 日 期：_________年_____月_____日 聯 絡 電 話：_________________________
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表 10 獲得期相對時宜誤差值之描述性統計結果
區間
漸增情境干擾自我控制組 (n = 12)
M (SD)
漸增情境干擾自我控制對照組 (n = 12)
M (SD) 1 24.99 (7.82) 21.80 (6.18) 2 20.29 (7.78) 19.01 (9.63) 3 18.90 (8.74) 19.79 (12.08) 單位：百分比
表 11 保留測驗絕對誤差值之獨立樣本 t 檢定摘要表
p >.05
表 12 保留測驗總變異值之獨立樣本 t 檢定摘要表
p >.05
組別 人數 M (ms) SD t 值 η2值 自我控制組 12 410.96 179.47 .737 .03
對照組 12 361.43 148.49
組別 人數 M (ms) SD t 值 η2值 自我控制組 12 337.06 145.22 1.037 .42
對照組 12 291.28 47.75
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表 13 保留測驗相對時宜誤差值之獨立樣本 t 檢定摘要表
p >.05
組別 人數 M (ms) SD t 值 η2值 自我控制組 12 17.95 8.64 .397 .16
對照組 12 16.52 8.97