本研究針對不同學習階段的學習者（大學生與高中生）使用網路化知識地圖輔助線上閱讀瀏覽進行研究。研究採實驗組間設計，提供受試者兩種結構（記敘文體與說明文體）之文章，搭配網路化階層式與網絡式兩種知識地圖，記錄其網路操作與閱讀學習表現。結果發現，無論高中生或大學生皆較偏好記敘文體的文章，而個別在兩種文體的閱讀表現並沒有差異，且點選地圖的次數也無差異，但大學生在兩種文體的閱讀表現皆明顯優於高中生。此外，兩類學習者皆對知識圖之應用呈現正向評價。本研究進而提出未來研究與教學實務建議供相關學者參考。

The purposes of this study are to examine how students of different levels apply knowledge maps on their online reading performance and to collect students’ preference and attitude toward Web-based knowledge map applications. Two text structures (narratives or expository) were adopted in design of the learning content in accordingance with two knowledge map types. The experimental study of within group design was conducted with two groups of students (high school and university students). Results of this study showed that although there was no significant difference of applying different formats of knowledge map on students’ performance, however, university students did perform better on both narratives and expository reading tasks using two formats of knowledge map than high school students did. And all students showed positive attitudes toward the application of knowledge map in supporting of their reading. This study further proposed suggestions of future studies and practical applications to researchers and educators in the field.