近年來，多元的多媒體技術推陳出新，在網路學習系統上運用多媒體技術已經非常普遍。曾有研究指出，同時使用二種以上的多媒體組合對學習者在學習過程中會產生不同的吸引力。但因每一個人的背景、需求及學習偏好不同，不同的多媒體組合不知是否能適用於每一個學習者。 本研究將探討人因對不同多媒體組合偏好的影響，更確切地說我們將建立一個多媒體網路教學系統，這個系統包含了三種不同的多媒體類型組合，學習者將使用此三種不同的多媒體組合，進行學習。在學習過程後進行問卷施測。待問卷收集後進行分析，探討人因是否在這樣的學習系統中影響學習者的學習偏好。 在人因的不同面向，本研究特別著重於認知風格，性別差異和系統經驗。研究結果發現，認知風格，性別差異和系統經驗並不顯著影響學習者對此三種不同多媒體類型組合的偏好，但此三種人因皆顯著影響學習者對於不同多媒體類型組合所提供的特色之學習偏好，尤其是性別差異的影響最為顯著。 本研究結果有助於深入了解如何建立一個能容納學習者個別差異的多媒體組合學習系統，進而達到建立個人化網路學習系統的目標。Multimedia technologies are popular tools to support Web-based learning. In particular, the combinations of more than one medium are attractive to students. However, it is unsure whether this approach is suitable to every learner. In this vein, this study investigates this issue. More specifically, a Web-based learning system with three types of multimedia combination is built and they are used to conduct an empirical study. In this empirical study, the effects of human factors, especially cognitive styles, gender difference and system experience, on learners’ preferences for the combinations of multimedia technologies are investigated. Learners’ reactions to these three types of combination are similar, irrespective of any human factors. However, they have significant effects on their preferences for specific features provide by each type of combination. In particular, gender differences play the most important role. In summary, the findings of this study contribute to provide a deep understanding of the relationships between human factors and the use of multimedia technologies. Such a deep understanding can be applied to develop personalized multimedia learning systems that can accommodate learners’ individual differences.
