本研究係探討在進行線上閱讀英語文章時，不同模式的註解所帶給學生的認知負荷及學習成效；另外，註解模式是否也因學習動機的差異而有所不同。線上的註解模式分為「文中註解」、「詞彙表註解」及「彈出式註解」；以「註解模式」與「學習動機」為自變項，「認知負荷」及「學習成效」為依變項。實驗根據4週的教學實驗資料，進行重複量數單因子變異數分析。研究發現，三種模式中，彈出式註解對於學習所造成的成效最高、認知負荷最低；文中註解，相對的，造成的學習成效最低、認知負荷最高；註解模式和學習動機對於學習成效則無交互作用。最後結合學生的回饋意見，本研究對於e化閱讀的教材模式呈現設計提出相關的具體建議。

This study explores whether learners' cognitive load generated by the mode of online annotation presentation is interactively influenced by their learning motivations. Three annotation modes, that is, in-text, glossary, and pop-up, were presented with relevant reading passages. Data were collected during a 4-week intervention. The independent variables were online annotation presentation modes and learning motivations; the dependent variables were perceived cognitive load and the results of reading comprehension and vocabulary learning tests. The findings of a repeated measures analysis of variance indicated that of the 3 modes examined, pop-up annotation achieved the highest score for learning outcomes and generated the lowest cognitive load, whereas in-text annotation received the lowest score for learning outcomes and generated the highest cognitive load. No interaction effect on the learning outcomes was observed between annotation modes and learning motivation. These findings, combined with student feedback regarding annotation use, provide insights into optimal online reading design and instructions.