通道（sensory molalits）的伴隨效應進行研
與課堂共構課程時，這些認知支持情境和工具是否可包裝成數位學習資源之 SCORM 標準，而 SCORM 標準中的 learning sequence 如何去描述課堂與網路學 習情境中的學習序列？又SCORM 標準使用的教學模式偏向於行為主義，此與本 研究採認知建構模式間的差異能否嵌合？此可待往後持續去尋找解決方案。
在對稱概念的垂直和橫向後續發展上，本研究開發的認知支持情境和工具具 有多年級和多學科的特性，貫穿小六到高一的概念層次，也橫跨自然、數學、藝 術等領域，但因要完成整體架構工程浩大，故其中缺漏之處仍須補足。這方面在 往後的研究中可補足高中到大學部分的概念層次，且在形式上除了以Java applet 外，還可添加其他多媒體、虛擬情境等。而領域中的素材除在科學、數學、藝術 上擴充外，亦可加添社會領域、建築、晶體學或其他相關的對稱素材。
在學習評量上，由於本研究以共構學習環境觀設計，以及採真實性評量 (authentic assessment)，
導語上，一部份放在課堂學習環境由教學者負責執行，所以本研究並未深入
專有需求性的「鎖、鑰」相嵌關係。因此，未來驗證本研究的對稱概念之實作效 果，需採個別研究方案或質性的研究法，而不是one-size-fits-all 的班群實驗方式，
以免混淆主要效果的變異來源。同時在個別研究方案上，可探討不同學習者（不 同認知風格、理解程度）在不同學習情境（不同學科、年齡）中與對稱概念不同 學習層次間的交互作用和影響，以深入確定學習效果的變異來源。如：高視覺空 間型的學習者與低視覺空間型的學習者，在使用這套認知工具後所產生的不同效 應。或喜愛美術者或喜愛數學者，在經歷這個認知環境後可能產生的伴隨、鄰近 效應等。
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