運用動態表徵有助於研究者獲得學生對相關抽象概念的先備知識，但動態表徵對學生作答影響的相關研究，卻仍處於起步階段。據此，本研究以靜態圖文表徵及動態表徵結合即時回饋系統兩種測驗方式，分別對100位五年級與138位七年級學生進行簡單暨串聯電路診斷測驗。研究目的除診斷學生簡單暨串聯電路的另有概念外，更探討動態表徵結合即時回饋系統，對診斷學生此主題之另有概念及態度的影響。研究發現，在兩種不同測驗方式影響下，學生持有另有概念的比例分布並不一樣，且動態表徵結合即時回饋系統提高學生選擇正確理由的比例，在七年級的多項成績上甚至達顯著差異。此外，學生晤談資料顯示動態表徵結合即時回饋系統能提升其對題目的理解及參與感。

Using dynamic representations can assist us to obtain preconceptions of students who do not learn anything about abstract conceptions. However, the impact of dynamic representations on students' response is still unknown. Accordingly, this study adopted static representations (generally used in paper and pencil test) as well as dynamic representations with interactive response system (IRS), two types of assessment form, to diagnose 100 fifth and 138 seventh graders' alternative conceptions of simple and series connections. There were two aims of this study. First, diagnose students' alternative conceptions of simple and series connections. Second, explore the response types and attitude for dynamic representations with IRS on diagnosing students' conceptions of simple and series connections. With these two assessment forms, the research results found the distribution percentages of response types in fifth and seventh graders were quite different. Besides, dynamic representations with IRS helped students to judge scientific responses. In seventh grade, several scores in the test of the experiment group were even significantly higher than the comparison group. In general, students thought dynamic representations with IRS improved their understanding of test items and attract them to participate in the test.