第五章 綜合討論
第四節 研究限制與未來可能的研究方向
在本章節中，研究者將針對兩個部份進行陳述。首先，由於研究的設計與研 究對象存在有一定的限制，因此第一部份研究者將針對本研究在研究對象、多媒 體教材內容等研究限制進行陳述與討論，以期未來的研究者可以對於這些限制有 所瞭解或修正、調整。隨後，在第二部份研究者將對於本研究未來可能的研究方 向進行說明，以期待未來本研究的研究結果可以推廣到更多教育層面上。
一、研究限制
（一）學科內容及對象
本研究主要是以地球科學為施測內容，建議未來可以朝向其他學科：如物 理、生物、或數學等其他基礎科目並發展至大學以下。
（二）多媒體教材
本研究所使用的閱讀材料為【恐龍教學PowerPoint】，受試者閱讀多媒體教 材呈現的圖文歷程，其和一般參考書，文學作品、小說等閱讀的方式可能還是有
117
差異因此本研究的結果並不適合推論到其他形式閱讀材料。
二、未來可能的研究方向
綜合本研究的研究結果與研究限制發現，本研究在未來仍可以有許多修正或 延伸的研究方向，可針對不同型態的媒體內容或媒體管道(包含電子書、Google map等)進行探究，以及探討不同優勢智能的學生在面對不同類型學習材料的眼動 差異，未來更可運用可攜式眼動儀探究教師在教室學習上科學科目與多媒體的應 用在不同單元、不同主題等的眼動型態與學習的關係進行探究。而這些研究的成 果也將對教學效能的提升有相當大的助益。
118
參考文獻
英文部份
Balluerka, N. (1995). The influence of instructions, outlines, and illustrations on thecomprehension and recall of scientific texts. Contemporary Educational Psychology, 20(3), 369-375.
Bjo¨rn B. de Koning , Huib K. Tabbers , Remy M.J.P. Rikersa, Fred Paas (2010)Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction 20
Carroll, P. J., Young, J. R., & Guertin, M. S. (1992). Visual analysis of cartoons: A view fromthe far side. In K. Rayner (Ed.), Eye movements and visual cognition: Scene perception andreading (pp. 444–461). New York:
Springer-Verlag.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction.
cognition and instruction, 8(4), 293-332.
Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction.San Francisco: Jossey-Bass.
Clark, R. C., Lyons, C. (2004).Graphics for learning: proven guidelines for planning,designing, and evaluating visuals in training materials. San
Francisco, CA: Pfeiffer.
Duchowski, A. T. (2007). Eye tracking methodology: Theory and practice. (2nd ed.).
London Springer.
119
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developin
d’Ydewalle, G., & Gielen, I. (1992). Attention allocation with overlapping sound, image, andtext. In K. Rayner (Ed.), Eye movements and visual cognition:
Scene perception and reading(pp. 415–427). New York: Springer-Verlag.
Findlay, J. M.. & Gilchrist, I. D. (1998). Eye guidance and visual search.In G.
Underwood, (Ed). Eye guidance in reading and scene perception. (pp.
295-312). Oxford, England: Elsevier Science Ltd.
Findlay, J. M., & Gilchrist, I. D. (2003). Active vision: The psychology of looking and seeing. New York: Oxford University Press.
Hegarty, M., & Just, M. A. (1989). Understanding machines from text and diagrams.
In H.
Hegarty, M. (1992). The mechanics of comprehension and comprehension of mechanics.In K. Rayner (Ed.), Eye movements and visual cognition: Scene perception and reading(pp. 428–443). New York: Springer-Verlag.
Hoffman, J. E., Subramaniam, B. (1995) The role of visual attention in saccadic eye movements. Perception and psychophysics, 57(6), 787-795
Hannus, M., & Hyona, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24, 95–123.
Tabbers, H. K., Paas, F., Lankford, C., Martens, R. L., & Merrie¨nboer, J.G.
(2008).Chapter 9 Studying Eye Movements in Multimedia Learning Multimedia learning, P169-183
Hyo¨na¨. J. (2010). The use of eye movements in the study of multimedia learning.
120
Learning and Instruction, 20, 172-176
Kean, M., & Lambert, A. (2003). Orienting of visual attention based on peripheral information. In J. Hyönä, R. Radach & H. Deubel (Eds.), The mind's eye:
cognitive and applied aspects of eye movement research (pp.27-47).
Amsterdam:North-Holland
Krauzlis, R. J. (2005). The control of voluntary eye movements: new perspectives.
The Neuroscientist, 11, 124-137.
Land, M. F., Mennie, N., & Rusted, J. (1999). The roles of vision and eye movementsin the control of activeties of daily living. Perception, 28, 1311-1328.
Land, M. F. (2007). Fixation strategies during active behavior: a brief history. In:
R.P.G.van Gompel, M.H. Fischer, W.S. Murray and R.L. Hill, (Eds.), Eye movements: Awindow on mind and brain, (pp. 75-98). Oxford: Elsevier.
Mason, L.;Tornatora, M.C., Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education, 60, 95-109.
Mayer, R. E., ＆ Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715-726.
Mayer, R. E., ＆ Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.
Mayer, R. E., ＆ Anderson, R. B. (1992). The instructive animation: Helping
121
students build connections between word and pictures in multimedia learning.
Journal of Educational Psychology, 83(4), 444-452.
Mayer, R. E., & Sims. V. K. (1994). For whom is a picture worth a thousand words Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
Mayer, R. E. & Moreno, R. (2002). Animation as an aid to multimedia learning.Education Psychology Review, 14(1), 87-99.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43–52.
Maer, R. E. (2010). Unique contributions of eye-tracking research to the studyof learning with graphics. Learning and Instruction, 20, 167-171.
Miller, L. M. S. (2003). The effects of age and domain knowledge on text processing.
Journals of Gerontology Series B-psychological Science and Social Sciences,
58, 217-223..
Schnotz, W., & Bannert, M. (2003). Construction and interference in learning frommultiple representation. Learning and Instruction, 13(2), 141-156.
Schuster, D. A.; & Carlsen, W. S. (2009). Scientists' Teaching Orientations in the Context of Teacher Professional Development. Science Education, 93(4), 635-655
Slykhuis, D. A., Wiebe, E. N., & Annetta, L. A. (2005). Eye-tracking students’
attention to PowerPoint photographs in a science education setting. Journal
122
of Science Education and Technology, 14(4), 509-520.
Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education ,53 , 445–453.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, UK:
Paivio, A., & Clark, J. （1991）. Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.
Rayner, K. (1995). Eye movements and cognitive processes in reading, visual search, and scene perception. In J. M. Findlay, R. Walker, & R. W. Kentridge (Eds.), Eye movement research: Mechanisms, processes, and applications (pp. 3–21).
New York: Elsevier Science.
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
Rayner, K., Rotello, C. M., Stewart, A. J., Keir, J., & Duffy, S. A. (2001). Integrating text andpictorial information: Eye movements when looking at print advertisements. Journal of Experimental Psychology: Applied, 7, 219–226.
Reiber, L. P. (1994). Computer, Graphics & Learning. Dubuque, IA: Brown &
Benchmark.
Reichle, E. D., Pollatsek, A., Fisher, D. L., & Rayner, K.(1998).Toward a model of
123
eye movement control in reading. Psychological Review, 105, 125-157.
Rizzolatti, G., Riggio, L., Dascola, I., & Umilta, C. (1987). Reorienting attention across thehorizontal and vertical meridians: evidence in favor of a premotor theory of attention. Neuropsychologia, 25(1A), 31-40.
Schuster, D. A.; & Carlsen, W. S. (2009). Scientists' Teaching Orientations in the Context of Teacher Professional Development. Science Education, 93(4):
635-655.
中文部份
伊彬、林演慶(2006)。視覺影像處理之眼球運動相關研究探討。設計學報，11，
63-69。
吳瑞源、吳慧敏 (2007)。動畫教材之學習者控制播放模式與多媒體組合形式對 學習成效與學習時間影響之研究。師大學報，53，第一期科學教育類。
邱月玲（2001）。不同的科學圖文配置對學生閱讀學習的影響－以「月相概念」
為例。國立臺中師範學院自然科學教育學研究所碩士論文。
邱惠芬(2003)。多媒體介面對國小學童學習動機、學習成就及學習保留的影響。
國立屏東師範學院教育。
柯重吉(2005)。國小教師運用多媒體電腦輔助教學融入因數倍數教學之研究。嘉 義大學教育科技研究所。
唐大崙、莊賢智(2005)。由眼球追蹤法探索電子報版面中圖片位置對注意力分佈 之影響。廣告學研究，24，89-104。
124
唐大崙、張文瑜 (2007)。利用眼球追蹤法探索傳播研究。中華傳播學刊，12(5)：
165-211。
陳秀如（2008）。多媒體教學策略對外籍生華語文學習成效、認知負荷與學習動 機之影響－以漢字筆畫書寫及義類辨識為例。國立臺灣師範大學資訊教 育學系研究所碩士論文。
陳柏裕(2010) 。以眼動探討多媒體呈現方式及先備知識對學生學習成效與認知 負荷的影響。國立嘉義大學。
張格瑜（2007）。運用眼動儀探討不同學科背景大學生之細胞擴散和滲透作用的 心智表徵建構。國立交通大學教育研究所碩士論文。
蔡介立、顏妙璇、汪勁安 (2005)。眼球移動測量及在中文閱讀研究之應用。應 用心理學，28，91-104。
蔡金成(2007)。運用眼球追蹤法探討國小科學與非科學教師在電流動畫中的注意 力分佈與其概念之研究。
蘇芳如（2004）。國中地理科電化教學資源的設計與應用--以透明投影片(T.P.)及簡 報式課程軟體(Microsoft PowerPoint)之設計與教學為例。國立臺灣師範大 學地理研究所碩士論文。