本研究依據動機與目的，並藉由文獻的整理與探討後，發展出研究的架構。本研究先使用學習風格問卷將學習者分類，並分別給予不同的教材，並利用電子書教材進行閱讀，並在學習者閱讀完教材後給予測驗卷以了解學習者閱讀完教材後學習的成效，並再給予認知負荷問卷。之後再進行數據與結果的分析。並預期學習者在閱讀完學習風格結合分段呈現或未分段呈現的教材後學習成效能有所提升。
With rapid development of modern technology, digital learning should focus more on personalized learning. Instructional designers and instructors ought to pay more attention to each learner's learning style and provide appropriate materials. Providing adaptive materials according to learners’ learner styles will improve their learning performance.
This study combined the visual/verbal learning style brought out by Felder & Silverman and segmenting from cognitive load theory to explore what kind of relation exists between learning style and segmenting in users’ learning performance and cognitive load perspectives.
The study first classified participants according to Felder and Silverman’s learning style scale and provided different learning materials. Learners’ were asked to take pre-test before the treatment. After reading adaptive e-book materials, participants were given post-test, satisfaction questionnaire, and cognitive load questionnaire. The results showed that learners with verbal style performed better in the segmenting group while learners with visual style had similar scores in the segmenting and non-segmenting groups. Learners’ learning experience and cognitive load were also tested and discussed.
