本研究有別於過去單一項研究題材，結合眼動儀、Neurosky 腦波儀、以及心 跳血氧儀器、emWave 等情感運算儀器所提供之客觀的凝視時間、瞳孔大小、瞳 孔大小變化幅度、眨眼率、眨眼時間，以及心率變異度(HRV)、血氧濃度之生理 訊號與情緒值。另有主觀的疲勞主觀評量表、閃光融合閾值(CFF)與工作績效反 應時間。
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另外本研究也使用真實的數位媒體(iPad)掛載於電腦螢幕上呈現視覺刺激物 給予受測者，而非使用模擬的方式來擷取眼動等相關數據，畢竟使用真實的視覺 刺激物載體才能更接近使用者的操作模式。
此外，在真實的紙本與數位媒體上的比較上，本研究發現數位媒體比起真實 紙本來的更好，不論是在注意力指標或是疲勞程度指標上。雖然還有使用時間長 短等因素的不確定性，也許有一部分是因為顯示科技的發展讓兩者的差異性更為 接近。
5.3 管理上的意涵
在教學的應用上，經過本研究的結果後，建議在設計教材的時候，使用白底 黑字的部分作為教材中英文字的文字背景配置，可以減低視覺疲勞已經增進學習 時的注意力。另外再彩色背景的選擇上，可以選擇綠色色系的配置，抑或是在場 景或是裝飾的顏色也可以多多使用綠色作為主色系。
在背景音樂上也可以多多使用在一般工作環境抑或是教學環境、自我學習過 程中，音樂確實改善了視覺疲勞的程度。
在性別上，主管可能要讓男性多多的休息，因為男生較女生容易疲勞。學歷 為研究所以上的，在工作中可能也是要多讓他休息一點。在學習背景方面，資訊 科學類較容易疲勞，但注意力指標卻是最高。藝術設計在使用數位媒體上較不易 疲勞，語文教育可能不甚習慣使用數位媒體工作或是學習，所以在需要使用數位 媒體工作上的安排與休息時間之間可以依據科系做一個平衡。
5.4 本研究的不足與需改進的地方
本研究之不足為：(1)環境亮度的變相數目過少，以致無法探究真實適合數位 媒體上閱讀與學習時的亮度；(2)背景音樂的變項數目過少，且使用為純鋼琴配樂，
無法接近一般使用者使用背景音樂的習慣；(3)背景顏色配置變項數目過少，無法 去更細緻的探究何種教材設計上，使用彩色背景的配置為最適合學習以及減低疲
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勞程度。(4)學歷只侷限在大學與研究所，無法探究真實使用者學歷的狀況，抑或 是年齡在使用數位媒體上的影響。
5.5 後續研究建議
在後續研究方面期望可以：(1)增加觀看閱讀文本的實驗時間，以研究文字背 景配置或配色引起之疲勞程度與時間的相關性；(2)使用類神經運算或是其相關之 人工智慧演算法製作視覺疲勞的模型，找出真正影響疲勞的因子;(3)增加環境亮 度的數目，以找出適合閱讀或學習時的亮度；(4)增加背景音樂的類型，甚至是有 人聲的流行音樂等，研究外在的背景音樂是否會干擾使用者的心智負荷以及使用 數位媒體學習；(5)增加背景顏色的配置，更細緻的探究何種色彩背景配置最為適 合使用者，更可延長使用數位媒體的時間。並期許研究後續在有關於在數位化的 閱讀設備上達到更多元設計的準則。
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