本研究旨在探討超文字教材環境中，不同類型的導覽形式對學習者在認知負荷、立即學習成效、教學效能與閱讀歷程的影響。本研究以「階層式」、「網絡式」、「清單式」三種導覽形式為自變項，將中部某大學34名非理工科背景的學生隨機分派至各組，使用眼動儀器記錄其閱讀歷程，比較「導覽介面」與「教材內容」兩凝視區；並以「雙工任務」記錄學習者對於變色介面變色的感知反應時間做為認知負荷大小的依據，後測成績考驗學習成效，再以認知負荷和學習成效換算出教學效能；透過眼動儀的紀錄計算出學習者在「導覽介面」與「教材內容」兩凝視區的凝視時間，經由單因子變異數分析與效果量解釋後，研究發現導覽形式並未在認知負荷、學習成效與教學效能上具有顯著差異，在閱讀歷程則產生部份影響；「網絡式」比起「階層式」與「清單式」，在「導覽介面」花費較多的時間觀看，較少用在「教材內容」內，顯示「階層式」較有助於學習者釐清超文字教材的非線性結構，最後以本研究結果對未來教材設計與實驗方法提供相關建議。

This study explored the effect of different types of hypertext navigation on learners' cognitive load, instructional efficiency, and reading processes in an online reading environment. Three types of navigation namely, ”hierarchical,” ”network,” and ”list” were used in this study. Thirty-four non-science major college students participated in this study, and they were randomly assigned to each group. Participants' eye movements on the ”navigation interface” and ”subject contents” were recorded. Students' response time for a color-changing secondary task served as the measure of their cognitive load level. Post-test results were combined with cognitive load level to generate the instructional efficiency to realize the effectiveness of student learning. Learners' eye movements on the ”navigation interface” and ”reading contents” were recorded by an eye tracker record to realize their reading processes. Using One-way ANOVA and effect size analysis on the aforementioned data, the study found that the types of navigation did not have an impact on student cognitive load and instructional efficiency. However, the ”network” group was found to relies heavily on the guidance of the navigation interface while spent less time reading the ”subject contents.” The hierarchical design of navigation seemed to help learners in clarifying the structure of the hypertext materials. In accordance to the findings of the study, suggestions and recommendations for interface design and for future studies were provided in this paper.