論文提要
在目前國內外的文獻中，探討多媒體輔助學習的研究，多半是在實驗室中採短期學習後再做單次評量的結果。本研究主要是用視覺媒體來呈現教材配合多媒體學說上認知負荷的觀點探討學習者多期學習成效。藉由實地教學方式，來探討視覺媒體呈現資訊的功能與學習成效的關係。故本研究主要的貢獻在於：1、整個實驗持續二個月，共12回合的觀察與詳細的教學記錄，再經進一步分析而得實驗結果。2、在高職實地教學，研究經視覺媒體呈現教材與傳統講義式教材教學後，學習者「認知負荷」與「學習成效」各有什麼變化及交互作用產生。3、使用行政院勞工委員會所舉辦的技能檢定考試電腦軟體應用職類學科測驗題庫為教材，學習成效是以實際資訊接收者中；有參加技能檢定的電腦軟體應用類學科測驗成績為主，藉此提高衡量學習成效的效度。
本研究發現：若視覺媒體資訊的使用集中在單一感官刺激時，則「分回整合」相互參考的資訊將有助於學習效果的增加。也就是利用電腦的呈現，將傳統講義中原本會分隔開的教材整合在一起，則學習者學習時注意力可以更加集中，不會浪費學習資源在整合相互參考的資訊上，此作法將有利於學習，使學習能力提升、學習速度加快。至於「分回整合」與「分題整合」和「分題整合」與「傳統講義」間則差異並不顯著。另在十二回的實驗結果也顯示在多期趨勢下，「分回整合」呈現方式的「成長趨勢」最為快速，其次是分題整合組，最後是傳統講義組。

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