第五章 結論與建議
第二節 研究建議
本節內容乃根據上述研究結論，說明研究結果之應用，並提供未來後續研究相關 建議。
一、自我調整策略課程是領域特定或有通則
本研究以北部某國立大學學生做為實驗參與者，以情緒腦機制的生物科內容作為 學習教材，並使用部落格型式的多媒體教材平台進行學習。本研究學習對象是程度較 好的大學生，建議未來研究的實驗參與者可擴展至不同區域、不同年齡層，以探討自 我調整策略課程是否有通則。而本研究的學習素材是情緒腦生物科概念知識，未來可 以不同學科領域進行研究，特別是抽象難懂的文字內容學習材料，尋找與建立特定領 域的自我調整策略課程。
二、探討促進學習成效最關鍵的自我調整策略
根據教材內容屬性選擇最有效自我調整策略，應用自我調整策略融入教學課程設 計，需留意教材與學習策略間的適配性，區辨有效策略與無效策略的差異，選擇適合 學習該教材的有效策略教學即可，以免過多學習策略也造成學習者學習過程中的認知 負荷而阻礙學習成效的發揮。本研究受限於實驗參與者人數有限，無法針對學習成效 相對高分群組的特定學習者進行自我調整策略觀察，以釐清真正影響本研究學習者線 上閱讀學習情緒腦多媒體教材的最關鍵策略。建議未來研究，如實驗參與者人數足 夠，可進一步分析高學習成效者的學習歷程資料，找出自我調整策略中的最關鍵策 略，並區分重要策略間的順序。
三、探討自我調整學習者的特質
本研究運用放聲思考蒐錄學習者學習過程資料，然放聲思考僅是學習者的認知過 程，無法顯現學習者動機運作等內隱行為。本研究的自我調整策略雖有探討興趣類策 略，但除了學習者對某特定教材感到興趣外，仍有其他與學習者特質有關且可能影響 學習結果的變項值得思考，例如學習者本身的自我效能或是成就目標。建議有關學習 者本身已具有的特質應被列為研究變項，未來研究可針對此部分進行探討或是盡可能 排除此類干擾。
四、精進自我調整學習策略的測量與評估方法
本研究欲瞭解自我調整策略課程是否可以教導，要求學習者在多媒體學習情境中 以放聲思考方式真實展現自己的學習過程。放聲思考資料固然可以顯現學習者使用認 知思考策略心智活動的進行式(online processing)，卻可能無法收錄學習者全部的學習 過程，特別是內隱學習(個人無法覺察的認知歷程) 或自動化的策略技能(過度快速的 認知歷程)。建議未來研究可錄製網站平台影像同步記錄，以觀察學習歷程視窗操作 行為，或是學習者實驗現場的監視影像，可提供學習者非語言行為或與學習環境互動 的表現。
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附錄一、自我調整策略課程
自我調整學習策略
第一部分：自我調整學習(Self-Regulated Learning) (一) 名稱：自我調整學習、自律學習
(二) 定義：自我調整學習(Self-Regulated Learning)教學為泛學科的學習策略，教 導學生一整套高層認知策略，幫助學生學習複雜圖文交錯的陌生材料，此教學的
(二) 定義：自我調整學習(Self-Regulated Learning)教學為泛學科的學習策略，教 導學生一整套高層認知策略，幫助學生學習複雜圖文交錯的陌生材料，此教學的