本研究採實驗設計，將新北市某所國小三年級的學生，四個班級共138人，以五篇短篇故事教材，每篇進行四種不同呈現方式的學習，每組施以相同的閱讀訊息理解測驗、課堂注意力問卷、並進行課堂觀察紀錄及感想訪談。 蒐集資料完成後，以SPSS18.0 統計軟體進行描述性統計、單因子變異數分析與皮爾森相關係數分析，茲將研究結果簡述如下： 一、不同媒體呈現方式對國小學童在訊息理解沒有顯著差異。 二、不同媒體呈現方式對國小學童在整體注意力的表現沒有顯著差異。 三、接受不同媒體呈現方式對國小學童在選擇性注意力的表現，以語音＋螢幕文 字組顯著優於語音組。 四、接受不同媒體呈現方式對國小學童在分離性注意力的表現沒有顯著差異。 五、接受不同媒體呈現方式對國小學童在持續性注意力的表現，以語音＋螢幕文字組顯著優於語音組。 六、國小學童在整體注意力與閱讀訊息理解上有低度相關。 This study aimed to investigate the effects of media presentation on students’ attention and comprehension of reading information. The experimental design was adopted in this study and the participants were 138 students of third grade of four classes in New Taipei City elementary school. Students were carried out five short stories which presented in four different way. The comprehension test, questionnaire of attention and interviews were adopted after implementation. The major research findings are as follows: 1. The effects of media presentation differences for students’ information comprehension were found to be of non-significance. 2. The effects of media presentation differences for students’ attention were found to be of non-significance. 3. The effects of media presentation differences for students’ selective attention were found to be of positive significance and the group of text with voice was significantly better than the group of voice. 4. The effects of media presentation differences for students’ separated attention were found to be of non-significance. 5. The effects of media presentation differences for students’ sustained attention were found to be of positive significance and the group of text with voice was significantly better than the group of voice. 6. Students’ attention and comprehension of reading information were found to be significant low correlative.
