本研究由多媒體學習的認知理論及認知負荷理論的觀點出發，旨在探討於多媒體教材中使用提示信號及反思設計，對國中八年級學生學習直線運動〈位移及速度〉和〈加速度〉概念之影響。本實驗採用2×2因子設計，其兩個自變項，一爲提示信號（亦即，有或無），另一爲多媒體中不同的反思設計（亦即，自行或電腦控制）。研究結果顯示，使用提示信號與否以及不同的反思設計，不會影響學生在〈位移及速度〉單元的學習表現，也不會造成學生認知負荷量的差異；此外，使用提示信號能增進學生對〈加速度〉概念的學習，不過，使用提示信號與否，不會影響學生的認知負荷量，又雖然不同的反思設計方式，不影響學生在〈加速度〉單元的學習成績，但相較於學習者自行控制方式，以電腦控制方式要求學生反思學習內容，會增加學生的認知負荷量。

Using cognitive theory of multimedia learning and cognitive load theory as theoretical frameworks, this research examined the effects of two instructional strategies on eighth graders' learning from two multimedia presentations. The study involved uses of 2 × 2 designs with signaling (i.e., yes or no) and reflection devices (i.e., learner-controlled vs computer-controlled) as independent variables. The results indicated that signaling and reflection devices did not affect students' learning and cognitive load while they were studying displacement and velocity. Signaling devices, however, were beneficial to students' learning of acceleration. As compared to learner-controlled reflection devices, incorporating computer-controlled reflection devices in multimedia were found to increase students' cognitive load while students were learning acceleration.