本研究的目的為發展web-based的階層式超媒體概念構圖(HHCM)系統，以提供課程編製者作為一個網路化的電腦輔助課程教材編輯工具，並為遠距教學環境中發展教材的工具。此外，亦實証比較學習者透過線性教材、全域式導覽圖超本文教材及本研究所設計的HHCM教材三種方式的教材呈現方式，對學習者學習的成效。本研究的主要發現如下：
一、 概念圖可以做為網路上超媒體教材設計的架構，依循此架構發展出來的階層式超媒體概念圖(HHCM)系統與教材，具有「可提供教材內容與課程架構相連結」、「課程設計與課程內容相結合」、「雙重導覽架構的呈現」、「能呈現大部分應用軟體文件格式」及「操作容易，非電腦專業教師也能建立」等特色。
二、 結合全域式導覽和節點內概念構圖導覽的超媒體教材，對提昇國中生學習電腦硬體概念，較傳統線性教材有更好的效果。且與單純全域式導覽教材有相同的學習效果。HHCM教材較線性教材有較好效果的主要因素可能是源自於全域式導覽裝置的設計。
三、 結合全域式導覽及概念構圖導覽的超媒體教材，較全域式導覽教材和線性教材有更好的閱讀效率。
四、 國中學生對HHCM教材及全域式導覽教材的使用後態度，大部分持肯定正面的意見，且大多優於傳統線性教材。
五、 不同認知風格（場地獨立或場地依賴）的讀者，在使用不同教材系統時並未產生不同的學習效果。在使用偏好和接受度上亦沒有顯著差異。

The purpose of this study was to develop a web-based hierarchical hyper concept-map (HHCM) system and provide the curriculum developer a computer-networked environment for instructional material and distant learning. The learning effect of the HHCM instructional material were compared with the linear text material and the hypermedia material with global navigation map. The major findings are as following:
Concept map is suitable for presenting and designing the structure of hypermedia material. The HHCM instructional material have the following characteristics: (a) offering the linkage between curriculum structure and curriculum content; (b) facilitating the combination of curriculum design and curriculum content presentation; (c) presenting the content with two kinds of navigational structure; (d) being able to present the majority of currently applied document formats; and(e) can be easily used by teachers without professional computer skills.
The HHCM material combine hypermedia with the global navigation and concept-map navigation within each node. The experiments about the learning effect of computer hardware concepts for junior high school students revealed that the HHCM material resulted in better learning effect than the linear text material, and had the same effect with the global navigation-map material. The reason that the HHCM material had better learning effect than the linear text material may be due to the design of global navigation device.
The hypermedia material with both the global navigation and the concept map navigation produced better reading performance than the global navigation hypermedia material and the linear text material.
Most of the subjects in this study expressed positive attitude after learning with the HHCM or the global navigation material.
The learning effect of subjects with different cognitive style(field-independent or field-dependent) are not affected by different kinds of course presentation. Subjects with different cognitive styles show no significant difference on their attitudes toward the usability and acceptance of the HHCM system.

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