依據研究結果與研究結論提出建議給未來研究探討相關領域的建議：
一、 研究對象鎖定圖／文認知風格高分群讀者
本研究尚未將實驗結果篩選出凝視點分布多集中於新聞圖片或文字者，，若 將範圍縮為高度圖像型認知風格者，或高度文字型認知風格者，其研究結果可能 會不同。
二、學習風格適合應用在學習素材情境
選讀新聞研究為判斷選擇之實驗，無需經過學習或理解過程。因此，學習風 格於選讀新聞情境較不適當，因其為學習事物時的學習方式。若欲探討學習風格，
應採用學習素材的應用情境，較能探討出其對不同學習風格者之影響。
二、 探討不同實驗素材的情境
本實驗以新聞為實驗素材，但如上述所言，新聞對於一般社會大眾已有既定 的刻板印象，對於新聞的類別也有個人閱讀偏好，且可能改變讀者平時的瀏覽行 為與凝視分布的範圍。因此，也可嘗試將線上新聞改為數位網站或其他需有知識 背景之刊物，跳脫人們的既定印象，許能延伸發展更多影響讀者的凝視分布、凝 視時間…等影響因素。
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13. 我發現思考心像(Mental Imagery)，對於執行任務很 有幫助
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14. 當我第一次遇見某人後，我發現我經常可以記得長相 甚於其他資訊
15. 我喜歡思考字彙的同義詞
16. 思考心像(Mental Imagery)，有助於我增強對於事物 的記憶力
17. 我喜歡學習新的詞彙
18. 學習時，我喜歡閱讀說明書甚於觀看示範 19. 我喜歡不需要閱讀的活動
20. 我很少做白日夢
21. 我很少花時間去擴充字彙量
22. 我的思考總是充滿心像(Mental Imagery)或影像
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附錄三
序列／全面學習風格問卷量表刪題後
一、序列型學習風格題項
2. 當我學習一個新的主題時，我會喜歡聚焦並盡力學習該主題。
3. 當我需要針對一主題進行一連串問題解決時，我會較常去思考解決過程中的 步驟。
6. 我會按照一定的規律努力學習，會有收穫。
9. 當我在閱讀時，我會嘗試把相關議題連結，並且找出文章大意。
二、全面型學習風格題項
11. 我認為教師能提供整體的概念，以及將教材與其他相關主題做連結，對我 是很重要的。
17. 我在思考一些資訊時，我會嘗試先理解整體概念，然後再去想一些細節的 部份。
20. 有些老師開始上課時，會先給學生大綱，此類大綱對我非常有幫助。