近幾年來數位學習的發展日新月異，改變了以往在課堂上由教師面對面授課的傳統教學模式，科技的輔助也讓數位化的教學模式越來越多元，電腦輔助學習將課程、教材與教學結合於資訊科技中，科技輔助學習，對於學生的學習成效與問題解決能力都有所提升。注意力一直都被視為是影響學習成效的關鍵因素，但受限於注意力偵測技術的發展困難問題，過去鮮少研究發展提升學習注意力的科技輔助工具。因此，本研究發展出一套基於腦波注意力之影音教學學習診斷系統。以驗證此一基於腦波注意力發展之影音教材學習診斷系統對於提升複習學習成效及注意力的影響，比較出採用注意力複習診斷系統的實驗組學習者與採用自主複習診斷系統的控制組學習者在複習學習成效、複習注意力、認知負荷與複習滿意度上的影響差異。此外，亦進一步探討學習者採用兩種不同複習診斷機制，對於不同性別、注意力高低，以及場地獨立與場地依賴不同認知風格學習者所產生之複習學習成效、複習注意力、認知負荷與複習滿意度的差異影響。

實驗結果發現：(1)採用基於腦波注意力之影音教材學習診斷系統實驗組學習者的複習學習成效顯著優於採用自主複習診斷控制組學習者；(2)採用基於注意力之影音教材學習診斷系統複習之女性學習者的複習學習成效顯著優於採用自主複習診斷；(3)採用基於注意力之影音教材學習診斷系統複習之低注意力學習者的學習成效顯著優於採用自主複習診斷；(4)採用基於注意力之影音教材學習診斷系統複習之場地依賴型學習者的學習成效顯著優於採用自主複習診斷方法；(5)採用自主複習診斷複習之場地依賴型學習者的認知負荷顯著高於採用基於注意力之影音教材學習診斷系統；(6)採用基於注意力之影音教材學習診斷系統與自主複習診斷的高注意力學習者在複習注意力上顯著優於低注意力學習者；(7)採用基於注意力之影音教材學習診斷系統複習之場地獨立型學習者的認知負荷顯著高於場地依賴型學習者；(8)採用自主複習診斷男性學習者的複習滿意度顯著高於女性學習者；(9)採用自主複習診斷場地獨立型學習者的複習滿意度顯著高於場地依賴型學習者。

The changing development of e-learning in last years has changed the traditional face to face teaching; and, the assistance of technology also allows e-learning being diversified. Computer assisted learning integrates curricula, materials, and teaching into information technology so that technology assisted learning could enhance students’ learning outcome and problem-solving abilities. Attention has been regarded as a key factor in learning outcome; however, the development of technology assisted instruments to enhance learning attention is seldom researched because of the restriction to the difficulty in attention detection technologies. A brainwave attention based video and audio material assisted learning diagnosis system is therefore developed in this study to verify the effects on the promotion of review learning outcome and attention as well as to compare the effects on the review learning outcome, review attention, cognitive load, and review satisfaction between learners in the experimental group applying the attention based review diagnosis system and those in the control group adopting autonomous review and diagnosis system. Furthermore, the effects of learners with different gender, attention and cognitive style, including field independence and field dependence, on the review learning outcome, review attention, cognitive load, and review satisfaction are also investigated.

The experimental results are summarized as following. (1) Learners in the experimental group applying brainwave attention based video and audio material assisted learning diagnosis system significantly outperform those in the control group adopting autonomous review and diagnosis on review learning outcome. (2) Female learners applying attention based video and audio material assisted learning diagnosis system remarkably outperform those adopting autonomous review and diagnosis on the review learning outcome. (3) Low-attention learners applying attention based video and audio material assisted learning diagnosis system notably outperform those adopting autonomous review and diagnosis on the review learning outcome. (4) Field dependent learners applying attention based video and audio material assisted learning diagnosis system outperform those adopting autonomous review and diagnosis on the review learning outcome. (5) Field dependent learners applying autonomous review and diagnosis review present significantly higher cognitive load than those adopting attention based video and audio material assisted learning diagnosis system. (6) High-attention learners applying attention based video and audio material assisted learning diagnosis system and autonomous review and diagnosis outperform low-attention learners on the review attention. (7) Field independent learners adopting attention based video and audio material assisted learning diagnosis system to the review reveal remarkably higher cognitive load than field dependent learners. (8) Male learners applying autonomous review and diagnosis show notably higher review satisfaction than female learners. (9) Field independent learners adopting autonomous review and diagnosis present significantly higher review satisfaction than field dependent learners do.

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