本研究目的乃希望得知高低學習成就者與不同字幕組對理解力方面的成效如何。利用字幕輔助學習，將高低學習成就者隨機指派至全文字幕組、關鍵字幕組和重點字幕組，搭配影片式多媒體學習對於理解力與學習態度之探討。另額外探討不同影片類型對於理解力之影響與是否適合作為學習教材。 實驗結果顯示：高學習成就者於關鍵字幕中平均分數顯著高於低學習成就者，表示其發揮了「聽」的理解技能。其他結果雖不顯著，但可從平均分數中得知高學習成就者於重點字幕得分高於關鍵字幕，關鍵字幕得分又高於全文字幕，表示重點字幕發揮其預期效用。而低學習成就者則適合輔以全文字幕和重點字幕這類文字資訊較多的字幕。The primary goal of this study was to determine whether technological enhancements to captioning would benefit students with high learning disabilities and low disabilities. All students were assigned three captioning levels: full text captions, keyword captions, or highlighted captions. An evaluation was conducted of the effects of using videos enhanced by captioning on comprehension and the secondary effects of different type of videos on comprehension and preference. The results of the experiment found that high learning disabilities students’ comprehension scores were significantly higher than those of low learning disabilities students, means it is to bring listening skill into full play. However, a post-hoc analysis revealed no significant difference between the means of the three captions group. But the highlighted captions group outperformed the keyword captions group and that the keyword caption group outperformed the keyword captions group. The positive effect of highlighted captions on comprehension, that just to conform what research expect. For low disabilities students, they well suited to assisting full text captions and highlighted captions.
