本研究參考臺灣師範大學數學教育中心所發展的數學奠基進教室活動，設計獨立探索實驗活動數位學具與學習單，提供學生操作實驗，並以準實驗研究法探討實驗組(操作獨立探索實驗活動)與對照組(閱讀傳統數學教科書)兩組學生的學習成效與情意感受，並輔以文件分析法探討六位個案學生前後測學習單，報導在獨立探索實驗活動後外心概念結構(概念定義與概念心像)的質性資料。
本研究結果顯示：一、實驗組與對照組之間的學習成效沒有顯著的差異，但在情意感受上(除認知負荷感受外)實驗組顯著優於對照組；二、獨立探索實驗活動複雜的設計內容，對實驗組學生造成操作上的不便形成外在認知負荷感受；三、個案分析結果表示獨立探索實驗活動的操作活動，讓個案更能以外接圓為核心發展外心等距性質，並仍能透過中垂線建立外心圖像。
根據研究結果對數學數位學具的設計過程提出下列建議，為減少學生認知負荷感受：一、應妥善設計學具中數學物件的操作自由度；二、應注重操作者肢體動作與學具硬體之間的互動關係；三、增加操作活動的鷹架設計，針對不同學習準備度的學生降低操作的學習。
本研究建議未來研究可針對數學數位學具中，可操作物件之操作自由程度對學生認知負荷感受，進一步對數位學具的設計提供更具體的設計準則。

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