根據認知負荷理論，當學習者在面對新任務時會運用自身的認知資源去建構知識基模，在理解與學習的過程中所的消耗認知資源的總量即為認知負荷，學習者在學習上常有認知負荷過載的問題，因此本研究以思考風格與腦機介面觀點作為基礎，提出即時專注狀態量測機制結合適性化學習策略，以動態的方式監測學習者的專注狀態，即時給予適當強度的學習引導以降低學習者過載的認知負荷，進而獲得更好的學習成效。而人類的思考型態就是探討個體如何利用過去的知識與經驗來發揮自己的智慧能力，在解決問題或探討新知的過程中以手邊掌握的資訊與過往的知識經驗當作基礎用來從事選擇與序列的探索，這樣的思考型態不是一種能力，而是一個人經營屬於自己日常生活的模式，運用的方式很多元，會傾向選擇自己感受舒適的做法，基於上述，本研究設計開放式學習策略與推薦式學習策略，以學習者的思考風格之傾向層面做區分，將實驗招募一百零八位自願的大學生及碩士生分為「自由型－開放組」、「自由型－推薦組」、「保守型－開放組」、「保守型－推薦組」進行計算機網路的學習活動，研究結果顯示思考風格與學習策略存在顯著的交互效果，這說明學習者的思考風格與學習策略皆不會單獨影響到學習成效，學習策略需要適配到學習者的思考風格才能有效提升學習成效，而適配思考風格的學習策略能提供學習者過去習慣的學習方式進行認知提取，能夠幫助學習者更有效的應用認知資源，並完整建構出屬於自己的認知架構。

According to cognitive load theory (CLT), learners will use their cognitive resources to store in long-term memory in the form of cognitive schema when they have new learning task. Cognitive load reflects learners use cognitive resources in learning processes. Cognitive load generated overload when learners with learning difficulties in learning process is a very well established finding. Based on the two perspectives of learners’ thinking styles and brain-computer interface (BCI), this study proposes a real-time attention level monitoring mechanism in adaptive learning strategy to help learners decrease overloading cognitive load in learning process. Thinking style refers to personal preferences in learners’ abilities and cognitive experience to deal with learning task. Learners will integrate their cognitive resources and choose useful information to build up knowledge structure. In other words, thinking styles seem to be a knowledge acquisition path which they feel ease. This study designs two adaptive learning systems. Adaptive learning system gives learner real-time learning assistants according to learners’ leanings of thinking styles. This study designs a computer network learning activity for an experiment including 108 voluntary participants from at National Sun Yat-Sen University. The result showed that learners’ thinking styles and learning strategy have significant interactive effect. The finding suggests that learning strategy must consider learners’ thinking styles that can improve learning performance of constructing computer network knowledge. With the support of real-time attention level monitoring mechanism, adaptive learning system will give learners real-time learning assistants so that learners’ knowledge acquisition can be easily grounded and build up their own cognitive structure.

論文審定書+i
論文提要+ii
摘要+iv
Abstract+v
目錄+vi
圖目錄+viii
表目錄+x
第一章、緒論+1
第一節、研究背景與動機+1
第二節、研究目的+7
第三節、研究問題+8
第二章、文獻探討+9
第一節、認知負荷理論與教材設計+9
第二節、腦機介面與腦波測量+13
第三節、鷹架輔助與適性化學習策略+15
第四節、思考風格+17
第三章、系統設計+22
第一節、題目設計與系統機制+22
第二節、開放式學習系統+27
第三節、推薦式學習系統+35
第四章、研究方法+46
第一節、研究架構+46
第二節、研究假說+47
第三節、研究對象+49
第四節、研究工具+50
第五節、實驗設計+55
第六節、資料分析+58
第五章、研究結果與討論+59
第一節、人口統計資訊+59
第二節、學習成效分析+60
第三節、學習表現探討+66
第四節、思考風格分析+68
第五節、認知負荷與專注值分析+70
第六節、綜合討論+73
第六章、結論與建議+75
第一節、研究發現+75
第二節、研究貢獻+77
第三節、研究限制+78
第四節、未來研究+79
參考文獻+80
附錄一、思考風格問卷+84
附錄二、前測試題+85
附錄三、後測試題+89

Adrian, E. D., & Matthews, B. H. (1934). The Berger rhythm: potential changes from the occipital lobes in man. Brain, 57(4), 355-385.
Amadieu, Franck, Mariné, Claudette, & Laimay, Carole. (2011). The attention-guiding effect and cognitive load in the comprehension of animations. Computers in Human Behavior, 27(1), 36-40. doi: 10.1016/j.chb.2010.05.009
Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 135e146). New York: Cambridge University Press.
Carrol, W. (1994).Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86, 360-367.
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55-81.
Chih-Ming Chen., & Chung-Hsin Wu. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 108-121
DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane Load. Journal of Educational Psychology, 100(1), 223-234
Driver, J. (2001). A selective review of selective attention research from the past century. British Journal of Psychology, 92, 53-78.
Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121.
Hillyard, S. A., Kutas, M. Electrophysiology of cognitive processing. Annual Review of Psychology. 34, 33-61, 1983.
Hausmann, R. G. M., Van de Sande, B., & VanLehn, K. (2008). Are self-explaining and coached problem solving more effective when done by pairs of students than alone? In K. M. B. C. Love(Ed.),Proceedings of the 30th annual conference of the cognitive science society (pp. 2369-2374).Austin, TX: Cognitive Science Society.
Hoffman, B. & Spatariu, A. (2008). The influence of self-efficacy and metacognitve prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33(4), 875-893.
Hill, J. R. & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52
Judithann, W. W. (1993). Weekend report: A qualitative study of the scaffolding strategies used by a teacher of children with handicaps during a “sharing time” discourse event. Dissertation: University of Cincinnati
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96,
Kobsa, A., Koenemann, J., & Pohl, W. (2001). Personalised hypermedia presentation techniques for improving online customer relationships. The knowledge engineering review, 16(02), 111-155.
Kübler, A., Nijboer, F., Mellinger, J., Vaughan, T. M., Pawelzik, H., Schalk, G., & Wolpaw, J. R. (2005). Patients with ALS can use sensorimotor rhythms to operate a brain-computer interface. Neurology, 64(10), 1775-1777.
Lin, C. T., Chen, Y. C., Huang, T. Y., Chiu, T. T., Ko, L. W., Liang, S. F., ... & Duann, J. R. (2008). Development of wireless brain computer interface with embedded multitask scheduling and its application on real-time driver's drowsiness detection and warning. Biomedical Engineering, IEEE Transactions on, 55(5), 1582-1591.
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems:The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173-199.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 86, 429-434.
Paas, F., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach. Journal of Educational Psychology, 86,122-133.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist,38(1), 63-71
Rebolledo-Mendez, G., Dunwell, I., Martínez-Mirón, E. A., Vargas-Cerdán, M. D., De Freitas, S., Liarokapis, F., & García-Gaona, A. R. (2009). Assessing neurosky’s usability to detect attention levels in an assessment exercise. InHuman-Computer Interaction. New Trends (pp. 149-158). Springer Berlin Heidelberg.
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction,16, 92-103.
Renkl, A. (2005). The worked out example principle in multimedia learning. In R. E. Mayer(Ed.), The Cambridge handbook of multimedia learning (pp. 229-245). New York, NY: Cambridge University Press.
Schalk, G., McFarland, D. J., Hinterberger, T., Birbaumer, N., & Wolpaw, J. R. (2004). BCI2000: a general-purpose brain-computer interface (BCI) system.Biomedical Engineering, IEEE Transactions on, 51(6), 1034-1043.
Silas Formunyuy Verkijika ., Lizette De Wet (2015). Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113-122
Sternberg, R. J. (1994a). Allowing for thinking styles. Educational Leadership, Styles. Mahwah, NJ: Erlbaum.
Sternberg, R. J. (1994b). Thinking styles and the gifted. Roeper review v16 n2, 122-130. Sternberg, R. J. (1997). Thinking style. New York: Cambridge University Press.
Sternberg, R. J. & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist, 52 (4), 700-721.
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2,59–89.
Sweller, J. (1988).Cognitive load during problem solving: Effects on learning. Cognitive Science, 12,257-285.
Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educatioanl Psychology Review, 10, 251-296.
Sweller, J. (2010a). Element interactivity and intrinsic, extraneous, and germane cognitive load.Educational Psychology Review, 22, 123-138.
Sweller, J. (2010b). Cognitive load theory: Recent theoretical advances. In J. L. Plass, R. Moreno, & R. Br¨unken(Eds.), Cognitive Load Theory (pp. 29-47).
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. NY:Springer.
Trafton, J. G., & Reiser, B. J. (1993). The contribution of studying examples and solving problems to skill acquisition. Proceedings of the 15th annual conference of the cognitive science society (pp.1017-1022). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ullsperger, P., Neumann, U., Gill, H. G., and Pietschann, M.P300component of the ERP as an index of processing difficulty, in: F.Flixand H. Hagendor (Eds.), Human Memory and CognitiveCapabilities,Amsterdam: Elsevier Science Publications, 1986.
Van Gog,T.,Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices' learning.Contemporary Educational Psychology, 36, 212-218
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
Van Merrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning:recent developments and future directions. EducationalPsychology Review, 17, 147-177
Wells, G. L., & Petty, R. E. (1980). The effects of over head movements on persuasion: Compatibility and incompatibility of responses. Basic and Applied Social Psychology, 1(3), 219-230.
Vygotsky, L. S. (1962).Thought and language.Cambridge, MA: The MIT. Press
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA:Harvard University Press.
Webster, John G., “Medical instrumentation application and design”, John Wiley＆Sons Inc, third edition, 1998.
Welch, W. W., & Walberg, H. J. (1970). Pretest and sensitization effects in curriculum evaluation. American Educational Research Journal, 7, 605-614.
Yang, S. C., & Lin, W. C. (2004). The relationship among creative, critical thinking and thinking styles in Taiwan high school students. Journal of Instructional Psychology, 31, 33-45.
Zhang, L. F. (2004). Revisiting the predictive power of thinking styles for academic performance. The Journal of Psychology, 138, 351-370.
Zembal-Saul, C., Munford, D., Crawford, B., Friendrichsen, P., & Land, S. (2002). Scaffolding preservice science teachers’ evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-463.