從研究結果顯示，學生能夠以體感多媒體記憶雲屬的分類法則與內容，且效 果不錯。顯示手勢與肢體在教育上對於學生的認知產生影響(Cook 等人, 2008)，
在課堂上學生自行上台操作指定動作驅動 PowerPoint，而台下的學生看台上的學 生操作，這與本文第二章探討鏡像神經元的研究類似，藉由同時觀察別人執行的 任務，且解釋別人的動作，神經元在觀察者的大腦中會直接反映出他人的動作 (Rizzolatti 等人, 2004)，另外，有學者指出活化鏡像神經元系統有助於人類認知 的過程，手勢和肢體的表徵極為可能是活化的關鍵(de Koning 等人, 2011)。 的研究，當中多少都有新奇效應（novelty effect） (Clark & Sugrue, 1988; Kulik,1985)
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產生，而除了使用於雲屬的科學內容之外，是否還有適合的學科內容以讓體感多 媒體學習的方式呈現。
第三節 建議
依據本研究之結果，讓學生以體感方式呈現雲族，幫助學生維持記憶，符合 本研究之目的，本研究的前導研究也顯示此類的創新的研究能將體感結合學習
(Chang et al. , 2013)。另外，本研究建議未來能將動作姿勢的描述加入測驗的題目中，
更精確的了解學生是否能將動作姿勢描述出來。
體感裝置在未來將會是一種熱門的控制裝置，雖然目前在科技上的應用已經 廣泛使用，其技術原理也在 3D 建模應用上有突破性的應用，但研究者發現體感 裝置在教育上的應用極為稀少，若能將此技術應用於虛擬實境與操作動畫的裝置，
且用於學科中較為抽象的概念或是用於實驗操作上，將會帶給學生超脫傳統教學 的全新感覺。
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