本研究參考相關文獻及應用單一受試實驗，以便利採樣的方式進行研究，透過教授學生學習禪繞畫，比較學生的注意力在學習禪繞畫前後的差異。實驗共進行八週，每週實施一節禪繞畫課程，以多向度注意力量表進行前後測，從兩次測試的結果進行統計與質性的分析。本研究由多向度注意力量表的測量向度逐一分析，其中持續性注意力的進步的顯著性最明顯，其次是分離性注意力，最後是選擇性注意力，注意力的提升並不受性別因素而有所差異，整體而言，二年級的學生在學習禪繞畫之後能顯著的提升注意力。本研究旨在透過此研究結果，能建立禪繞畫的量化效果，除了靜心抒壓的質性功能，對於注意力的提升能有量化效果的輔助，而其他不同學習對象的效果也可提供未來有心於禪繞畫教學的老師們一個研究方向及參考。

This study adopted a single-subject experimental design and a convenience sampling technique to recruit participants from the class taught by the researcher. The students were taught Zentangle drawing once weekly for a total of eight weeks. In the experiment, a multidimensional attention scale was employed for design of the pretest and posttest, which were conducted before and after the eight-week curriculum of Zentangle drawing. The pretest and posttest results were analyzed and compared statistically and qualitatively. This study analyzes the measurement dimensions of the multidimensional attention scale one by one. Among them, the improvement of continuous attention is the most significant, followed by dissociative attention, and finally selective attention. The improvement of attention is not affected in gender factors. On the whole, second-year students can significantly improve their attention after learning Zentangle drawing. According to the research results, the curriculum of Zentangle drawing developed in this study can be promoted to help learners relieve stress, stay calm, and learn to concentrate. Future studies may examine the diverse influence of Zentangle drawing on learners of various types.