紙筆的閱讀環境對於學生在日常生活中是相當普遍的，在閱讀時仍然非常的依賴紙張，因此我們希望能夠創造出一個紙張閱讀介面，是學生閱讀時的唯一存取入口，具有個人化和良好的決策控制。因此本研究將提出一個可以在紙本教科書上閱讀註記，使用電子筆來使得閱讀紙本教材時，可以結合電腦及網路資源的方法，以達成在紙張上作註記，可以再利用，容易檢索；在紙張上閱讀遭遇困難，可立即獲得相關解釋；紙張上建立個人化連結，符合學習需求。
經由實驗數據證明了，紙筆結合電腦在閱讀時作註記和參照的滿意度比電腦和傳統紙本來得好。尋找註記比電腦上快。在文字圖形註解上，紙筆結合電腦在作圖形註解時的執行速度和滿意度皆比電腦上操作來得好。在兩份文件交叉閱讀後註解的時間上，紙筆結合電腦比電腦上明顯快許多。最後雖然紙張的固定性對搜尋記憶有影響，但從回想實驗中發現，學生在紙筆結合電腦網路資源和電腦兩種環境上，閱讀後回想概念數並無明顯差異。
經由實驗中觀察與訪談瞭解到，紙筆結合電腦作註記，不僅在紙本註記時同步閱讀，螢幕即時顯示更提供再次的複述練習。從紙本檢索資訊時，有效提升學生獲得最新資訊的意願，還可以讓自己與他人的註記產生比較，進而產生批判與整合，並提供再次接觸註記的機會，瞭解當時註記產生的原因，進一步更新、解決。學生的檢索與註記活動可同時進行，也可獨立操作，讓學生在獲得並註記相關資訊時，提供學生對檢索的資訊去判斷所要註記位置的相關性。
紙筆結合電腦作參照，非常適用於兩份文件交叉閱讀後註解。在建立連結上可以有效率的收集資訊，滿足學生閱讀的需求，可幫助學生主動回想這份文件與之前閱讀過教材的相關性。而且比起電腦閱讀環境，較不會耗費額外時間在突顯標記點，不需要創造新文件而增加學生資訊檢索的負擔。在多份文件的比較與註記整合資訊的操作便利性佳，提高學生在閱讀時交叉參照的意願，在多份文件中交叉閱讀。

Although quality of display devices is good right now, most textbooks are still printed on papers. At the same time, most learning support and e-learning courseware are built with the assumption that the student only read information displayed on the screen. In this paper, we present an environment that provides learning support via computers, digital devices
and network when a student studies a course by reading paper textbooks with a digital pen. The learning support is organized based on the
knowledge unit of the location positioning by the digital pen in the textbook. The support includes term explanation, related discussions,
underline, and annotation. These studying actions and results on papers will be stored in the computer as well for later use. Initial experiment result on using the system shows that students feel beneficial to their study.

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