一、學習動機中的學習欲望與學習成效中的文義理解有顯著的正相關。 二、學習動機與認知負荷無顯著相關。 三、使用不同的超文本註解模式，對學習成效有顯著差異。 四、使用不同的超文本註解模式，對認知負荷有顯著差異。 五、認知負荷與學習成效中的單字學習有顯著的負相關。 With the rapid advance of information technology and the prevalence of smart phones, tablet PCs, online reading has become a common practice in modern life. The research pointed out that if you read the foreign language(L2), provide annotations can be helpful for understanding of the context. Based on the above two, hypertext annotations therefore stand out as one of the important tools that aid hypertext reading comprehension, especially for L2 reading .
There is a variety of presentation of Hypertext annotation, including all kinds of combination of text, graphics, video, sound. However, different modes of annotation presentation bring about different degree of cognitive load. According to the cognitive load theory, the load incurred during the cognitive process varies with individual differences. The purpose of the present study is to explore whether or not the learners’ cognitive loads imposed by the presentation mode of hypertext annotation will be interactively influenced by learners’ learning motivation.
This research will consider student’s learning motivation and the hypertext annotation format these two factors, to study the influence of foreign language reading comprehension and the cognitive load theory by experiment method.