由於科技迅速發展，網路學習已成為新的發展趨勢，透過網路學習可以營造一個不受時間與空間限制的學習環境，學習者可以依據自己的規劃，隨時隨地進行學習。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，所以學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。而在閱讀學習過程中，「注意力」為影響學習成效的關鍵因素，因此，如何讓學生在學習時能專注於課堂學習內容，是數位學習需要面對的挑戰。本研究針對輔助數位閱讀標註學習設計一基於注意力發展之自律學習機制，以提供閱讀學習者一個具自我學習管理的機制，以提升學習者的閱讀學習專注力，進而提昇閱讀學習成效。本研究以新北市某國中七年級四個班級合計126位學生為實驗對象，將其以班級為單位隨機分派為實驗組與控制組，實驗組學習者採用「具注意力為基礎之自律學習機制」支援線上閱讀標註學習；而控制組學習者則未採用「具注意力為基礎之自律學習機制」支援線上閱讀標註學習。結果顯示採用「具注意力為基礎之自律學習機制」，確實可以有效提升學習者線上英文閱讀標註學習的學習專注力及學習成效，並且本研究發現「具注意力為基礎之自律學習機制」對於提升女性學習者的線上英文閱讀標註學習專注力及學習成效，顯著優於男性學習者。此外，採用「具注意力為基礎之自律學習機制」支援線上英文閱讀標註學習的高自律能力實驗組學習者，其閱讀學習專注力與學習成效均優於低自律能力學習者。並且採用「具注意力為基礎之自律學習機制」支援線上英文閱讀標註學習的實驗組學習者的專注力與閱讀學習成效具有顯著正相關性，並且注意力可一定程度有效預測學習成效。

Thanks to quickly development of technology, Internet learning has become a new developing trend that can create a learning place without the limit of time and space through Internet learning. Learners can do it all the time according to their plans. Learners need to do it automatically based on Internet learning space to study digital reading. So learners’ autonomic learning becomes the main factor that affects digital reading’s result. And “attention” is the main factor that influences learning performance in the process of reading. Therefore, how to make students concentrate on the class when studying is the challenge that digital learners need to face. This research aims to assist digital reading to margin learning design developing a self-regulated learning system based on attention. It can provide reading learners a self-control system to learn and raise learners’ attentions when reading and then heighten the reading performance. This research subjects are 126 seventh-grade students of four classes from in a junior high school in New Taipei City. The subjects are randomly divided into the experimental group and control group. The experimental group takes “self-regulated learning system on the basis of having attention” to support on-line reading margin. The control group don’t take “self-regulated learning system on the basis of having attention” to support on-line reading margin. The result show that taking “self-regulated learning system on the basis of having attention” can effectively heighten on-line English reading margin learners’ learning concentration and learning performance. Also, this research find that “self-regulated learning system on the basis of having attention” are better for female learners than male learners in heightening on-line English reading margin learners’ learning concentration and learning performance. Besides, taking “self-regulated learning system on the basis of having attention” to support on-line English reading margin’s reading concentration and learning performance of high self-regulated ability experimental learners are better than low self-regulated ability learners. Also, taking “self-regulated learning system on the basis of having attention” to support on-line English reading margin’s concentration and reading performance of experimental learners are significant correlation, and the concentration can effectively predict learning performance.

中文部分
NeuroSky, Inc.（2011，12月4日）。NeuroSky - 人人可用的腦電波感測器。上網日期：2011年12月4日，檢自http://www.neurosky.com/zh-Hant/
王宗斌（1999），訓練方式、電腦自我效能及學習型態對學習績效的影響-網頁
設計實地研究，中央大學資訊管理研究所碩士論文，未出版，中壢市。
王順興(2001)，網路上目標設定環境的建置以閱讀網站為例，國立中央大學資訊
工程研究所碩士論文，未出版，中壢市。
田耐青和洪明洲（1998），電腦中介溝通與高等教育革新，台北師院學報，第11
期。
林政斌(2001)，線上學習代理人之分析與設計，國立中山大學資訊管理研究所碩
士論文，未出版，高雄市。
林桑瑜(2002)，高中生自我調整學習策略之研究，國立成功大學教育研究所碩士
論文，未出版，台南市。
林榮彬(2001)，影響企業建構網路化訓練相關因素之探討，國立台灣科技大學管
理研究所碩士論文，未出版。
林建平(1994)，整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導
效果，國立台灣師範大學教育心裡與輔導研究所博士論文，未出版，台北市。
林幸華、連麗真(2002)導入線上學習的第e步，台北：漢智電子商務出版社。
武星曄(2008)，平面廣告版面編排設計對眼動軌跡影響之研究，銘傳大學設計管
理研究所碩士論文，臺北市。
高台茜(2003)，非同步網路教學中自律學習的鷹架輔助研究，國立東華大學教育
研究所，行政院國家科學委員會專題研究計畫(編號：NSC91-2520-S-259-001)。
陳年興(2003)，網路教學的課程設計與班級經營，圖書館學與資訊科學，第29
卷，第1期，頁5-14。
陳資韻（2008），新聞版面配置對投資人注意力影響之研究，國立雲林科技大學
之碩士論文，未出版，雲林縣。
陳沁怡(2004)，訓練與發展，雙葉書廊。
張春興(1990)，心理學概要，台北：東華書局
張媛媛（2003），藝術治療對國小學習障礙兒童提昇注意力的輔導效果，國立臺
中教育大學碩士論文，未出版，臺中市。
張基成、莊智明(1997)，「科技化企業訓練新趨勢下的網路化訓練-網際網路與
全球資訊網在企業教育訓練上的應用」，遠距教育第8期。
程炳林(2001)，動機、目標設定、行動控制、學習策略之關係：自我調整學習歷
程模式之建構及驗證，師大學報：教育類，46(1)，67-92。
黃秀瑄（譯）（2009），認知心理學（原作者：John B. Best）。臺北市：心理。
彭聃齡、張必隱（1999），認知心理學，臺北市：臺灣東華。
鄒景平(2000)，全球電子學習市場蓄勢待發，管理雜誌第312期。
廖聖傑,(Ed.).(2003)，從學習歷程檔案建構決策樹以支援網路教學。國立中山
大學資訊管理研究所碩士論文，未出版，高雄市。
鄭昭明(1993)，認知心理學理論與實踐，桂冠圖書股份有限公司，台北市。
鄭昭明(2006)，認知心理學，桂冠圖書公司，台北市。
鄭麗玉(2006)，認知心理學：理論與應用，五南圖書公司，台北市。
鄭美萱(2009)，圖像及文字媒體與幼兒專注力關係之研究，國立臺灣藝術大學碩
士論文，未出版，新北市。
蔡忠潔(2007)，具自律學習輔助機制的網路探究學習系統之研究，國立台灣師範
大學工業科技教育研究所碩士論文。未出版，台北市。
劉力仁(2006)，網頁嵌入式註解服務之架構與建置，元智大學資訊管理學系，碩
士論文。
劉譬儀（2003），國內企業e-Learning實施現況之分析研究，國立台灣師範大學
工業教育學系碩士論文。
鍾聖校（1990），認知心理學，台北：心理出版社。
謝雅青(2006)，失業勞工數位學習成效評估之研究—以輔助參加提升數位能力研
習計畫者為對象，國立政治大學勞工研究所碩士論文。
謝政成(2010)，發展自律學習監控及偵測機制提升網路學習之學習成效研究，國
立臺灣師範大學應用電子科技研究所碩士文，未出版，台北市。
龔充文(2007)，注意力：認知神經科學的取向，載於陳烜之主編：認知心理學
(131-169頁)，台北:五南。

英文部份
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
Armbruster, B.B., Echols, C. H., & Brown, A.L. (1983). The role of metacognition in reading to learn: a developmental perspective. The Volta Review, 84, 45-56.
Adrian, E. (1942). Olfactory reactions in the brain of the hedgehog. The Journal of Physiology, 100(4), 459.
Adrian, E. D., & Matthews, B. H. C. (1934). The Berger rhythm: potential changes from the occipital lobes in man. Brain, 57(4), 355.
Berger, H. (1929). Ueber das Electrocephalogramm des Menschen. Arch Psychiatr Nervenkr, 87, 527–570.
Brown, A.L., Capione, J.C., & Day, J.D. (1981). Learning to learn: on training students to learn from texts. Educational Research,10, 14-20.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NY: Prentice-Hall.
Butler, D. B., & Winne, P. H.(1995). Feedback and self-regulated learning: a theoretical synthesis, Review of Education Research, 65(3), 245-281.
Boekaerts, M.(1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learningand Instruction, 7,161-186.
Broadbent,D.E(1958).Perception and Communicaion. London:Pergamon press.
C. A. Wolters (1998), “Self-regulated learning and college students’ regulation of motivation”, Journal of educational psychology, Vol. 90, No. 2, pp. 224-235.
Chi, M. T. H., de Lee uw, N., Chui, M.H., & La Vancher, C.(1999). Eliciting self explanation improves understanding. Cognitive Science, 18(3), 439-477.
Chang, M. M.(2005). Applying Self-Regulated Learning Strategies in a Web-Based Instruction-An Investigation of Motivation Perception, Computer Assisted Language Learning, 18(3), 217-230.
Chen, C. M.(2009). Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, vol.
36, issue 5, 8816-8829.
Hannafin, M. J.,& Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25,167–202.
Joo, Y. J., Bong, M., & Choi, H. J.(2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in web-base instruction, Educational Technology,Research and Development, 48(2), 5-17.
Jung, R. K. A. E.(1938). Eine Methodik der ableitung lokalisierter Potential schwankungen aus subcorticalen Hirngebieten. Arch Psychiat Nervenkr, 109, 1-30.
Jacobson, M., & Archodidou, A.(2000). The design of hypermedia tools for learning:Fostering conceptual change and transfer of complex scientific knowledge.Journal of the
Learning Sciences, 9, 149–199.
Ley, K., & Young, D.(2001). Instructional principles for self-regulated learning, Educational Technology, Research and Development, 49(2), 93-102.
Lamberg, W.J. & Lamb, C.E.(1980). Reading instruction in the content areas. Chicago: Rand McNally College Pub. Co.
Lerner, J.W. (2000). Learning disabilities: theories, diagnosis, and teaching strategies(8th ed.). Boston: Houghton Mifflin.
Mory, E. H.(2003). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology: a project of the Association
for Educational Communications and Technology (2nd ed.),745-783. Mahwah, NJ:Lawrence Erlbaum.
Mcmanus, T. F.(2000). Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners, Journal of Interactive Learning Research, 11(3), 219-251.
Nelson F. Du Bois, & Richard, K.(1997). Staley A Self-Regulated Learning Approach to Teaching Educational Psychology. Educational Psychology Review, 9, 171-197.
Niemi, H., Nevgi, A., & Virtanen, P.(2003). Towards self-regulation in Web-based learning, Journal of Educational Media, 28, 49-71.
Patrick Rau, P. L., Chen, S. H., & Chin, Y. T. (2004). Developing web annotation tools for learners and instructors. Interacting with Computers,16, 163–181.
P. R. Pintrich and E. V. DeGroot (1990), “Motivational and self-regulated learning components of classroom academic performance”, Journal of Educational Psychology, Vol. 82, No. 1, pp. 33-40.
Pearson, P.D., & Johnson, D.D. (1978). Teaching reading comprehension. New York: Holt, Rinehart and Winston.
Pintrich, P. R.(2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, 451-502. San Diego, CA: Academic Press.
Shih, K. P., Chang, C. Y., Chen, H. C., & Wang, S. S.(2005). A Self-Regulated Learning System with Scaffolding Support for Self-Regulated e/m-Learning, Proceedings of the 3rd IEEE International Conference on Information Technology: Research and Education.
Sohlberg, M.M. & Mateer, C.A.(1989). Introduction to cognitive rehabilitation. N.Y.:Guilford Press.
Swaby, B.E.R. (1989). Diagnosis and correction of reading difficulties. Boston,MA:Allyn & Bacon.
Uhlhaas, P. J., Haenschel, C., Nikoli , D., & Singer, W. (2008). The role of oscillations and synchrony in cortical networks and their putative relevance for the pathophysiology of schizophrenia. Schizophrenia bulletin, 34(5), 927.
Winne, P.H., & Hadwin, A.F.(1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, & A. C. Graesser (Eds), Matecognition in educational theory and practice, 277-304, Hillsadale, NJ: Erlbaum.
Walter, W., & Dovey, V. (1944). Electro-encephalography in cases of sub-cortical tumour. Journal of Neurology, Neurosurgery & Psychiatry, 7(3-4), 57.
Wang, X. J. (2010). Neurophysiological and computational principles of cortical rhythms in cognition. Physiological reviews, 90(3), 1195.
Zimmerman, B. J., & Schunk, D. H.(2001). Reflections on theories, identities, and actions of self-regulated learners. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives, 289-307. Mahwah, NJ:Lawrence Erlbaum.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing selfregulated learner : Beyond achievement to self-efficacy. Washington,DC: American Psychological
Association.