資訊視覺圖表幫助時間匱乏的讀者可以快速且一目了然地理解內容，也使故事更加有趣並更具吸引力，然而，資訊視覺圖表是很難準確去定義的，因為其具有多樣性與靈活性，衍生出多采多姿的應用方式與表現形式。然而過往許多文獻指出，即使是相同的知識內容，使用不同的表現形式也有可能讓人們所吸收的知識產生差異；本研究透過資訊視覺圖表的表現形式對知識獲取的影響為研究主旨，分析資訊視覺圖表的不同表現形式之特性，並進一步探討表現形式對知識獲取的影響與差異。
　　本研究採用準實驗法，並透過文獻彙整與資料分析，了解資訊視覺圖表的不同表現形式之特性，以及其對知識獲取之影響與差異。研究結果顯示，資訊視覺圖表的表現形式可分為「靜態」、「動態」與「互動」；知識獲取則分為「閱讀理解」與「記憶」。以「閱讀理解」而言，「動態」之效果最佳、「互動」次之，最後則是「靜態」。以「記憶」而言，則是三種表現形式沒有明顯差異。本研究亦證實，「動態」表現形式對於閱讀理解具有顯著正向影響力，因動態資訊視覺圖表具更有效融合視覺與聲音刺激的潛力，其動態效果可聚焦注意力，以建立與引導使用者的視覺目標，並可輔助表示知識領域中元素之間的關係、結構、流程和功能，並搭配其聲音效果（背景音樂與旁白），能幫助人們投入學習環境中，結合以上優點，動態表現形式能夠幫助提升閱聽者的閱讀理解效果。

Infographics help readers who has limited time when reading can acquire and understand the content in short time efficiently; except that, infographics let the story becomes more interesting and more attractive to readers. Infographic is indeed a term that is hard to defined, due to its diversity and flexibility, infographic can develop variety ways of application and presentation form. However, according to past research which indicates that the same knowledge content may result in difference in knowledge acquisition when knowledge is delivered through different presentation forms. The theme of research focus on presentation form of infographic’s effect to knowledge acquisition by analyzing characteristics of different infographic, and further discuss the effect and difference of difference presentation forms to knowledge acquisition.
We adopt quasi-experimental method, combining theoretical research and data analysis to understand characteristics of different infographic, and the effect and difference of difference presentation forms to knowledge acquisition. The presentation forms of infographic could be divided into three types: static form, motion form, and interaction form. Knowledge acquisition could be divided into “reading comprehension” and “memory”. As for reading comprehension, motion form can deliver the best effect, the second is “static form”, and the last is “interaction form”. As for memory acquisition, those three types of presentation form make no difference. The research also indicates that presentation form of motion form has positive effect on reading comprehension. Motion form could effectively combine potential of visual and sound stimulation; therefore, the motion effect could increase attention to build and direct user’s visual target. Moreover, the motion form can assist in understanding the relationship, structure, process and function of each element in knowledge area; and with the sound effect (background music and voice-over) can help people engage in learning environment. Combining advantages above, motion presentation form can successfully help elevating the effect for audience’s reading comprehension.

壹、緒論 1
一、研究背景 1
二、研究動機 2
三、研究目的 3
四、研究貢獻 3
五、研究流程與架構 4
貳、文獻探討 6
一、資訊視覺圖表 6
二、資訊視覺圖表的表現形式 8
（一）資訊視覺圖表的表現形式分類 8
（二）資訊視覺圖表的內容元素 10
（三）資訊視覺圖表的設計空間分析 14
三、知識獲取 16
（一）可視化與認知原理 17
（二）雙碼理論與鄰近原則 19
（三）知識獲取目標 21
（四）閱讀理解 23
（五）記憶 24
四、視覺故事地圖 (Visual story map) 25
（一）視覺故事的內容 26
（二）視覺故事的觀眾 29
（三）視覺故事的結構 31
（四）視覺故事的訴說 32
參、研究方法 34
一、研究架構與假設 34
二、設計空間分析與操作型定義 38
（一）設計空間分析 38
標題、獨立內文、 圖像註解、數據 38
（二）操作型定義 39
三、研究工具設計與問卷設計 40
（一）研究工具設計 40
（二）問卷設計 44
五、研究對象與抽樣方法 45
六、研究實驗設計與流程架構 46
肆、研究測試結果與分析 49
一、描述性統計 49
二、各表現形式對於記憶之差異分析 50
三、各表現形式對於閱讀理解之差異分析 52
四、各表現形式對記憶之虛擬線性迴歸分析 53
五、各表現形式對閱讀理解之虛擬線性迴歸分析 54
六、驗證假設結果 55
伍、結論 56
一、研究結論 57
二、研究討論 58
三、研究限制 58
四、後續研究建議 59
參考文獻 60
附錄（一）：各表現形式資訊視覺圖表之內容分析表 68
附錄（二）：本實驗工具之故事內容 70
附錄（三）：本實驗工具之動態資訊視覺圖表之旁白 71
附錄（四）：本實驗工具之靜態資訊視覺圖表與對應特性 72
附錄（五）：本實驗工具之動態資訊視覺圖表與對應特性 73
附錄（六）：本實驗工具之互動資訊視覺圖表與對應特性 77
附錄（七）：本實驗工具之問卷題項設計 80

鄭麗玉（2006）認知心理學：理論與應用。臺北市。五南圖書。
Alsop, R., Heinsohn, N., &; Somma, A. (2004). Measuring empowerment: An analytic framework. Power, Rights, and Poverty: Concepts and Connections, 120.
Anderson, R. C., &; Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). New York, NY: Longman.
Andrews, J. C., Kees, J., Kozup, J., &; Burton, S. (2006). Tests of graphic visuals and cigarette package warning combinations: Implications for the framework convention on tobacco control. American Marketing Association, 25(2), 212-223.
Anglin, G. J., Vaez, H., &; Cunningham, K. L. (2004). Visual representations and learning: The role of static and animated graphics. Handbook of research on educational communications and technology, 2, 865-916.
Atkinson, R. C., &; Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation, 2, 89-195.
Baddeley, A. D. (1986). Working memory Oxford. England: Oxford Uni.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Baddeley, A.D. (1998). Human memory: Theory and practice (2nd ed). Boston, MA: Allyn &; Bacon.
Baek, Y.K., &; Layne, B.H. (1988). Color, graphics, and animation in a computer-assisted learning tutorial lesson. Journal of Computer-Based Instruction, 15, 131-135.
Bertin, P. (1973). Sémiologie Graphique. Paris, France: Mouton.
Bloom, B., Englehart, M. Furst, E., Hill, W., &; Krathwohl, D. (1956). Taxonomy of educational objectives. The Classification of Educational Goals Handbook I: Cognitive Domain. London, England: Longman Inc.
Boorady, L. M., &; Hawley, J. M. (2008). The Wonders of Technology Teaching Becomes Virtual. Clothing and Textiles Research Journal, 26(2), 131-142.
Bordwell, D., Thompson, K., &; Ashton, J. (1997). Film art: an introduction (Vol. 7). New York, NY: McGraw-Hill.
Burmester, M., Mast, M., Tille, R., &; Weber, W. (2010). How users perceive and use interactive information graphics: an exploratory study. Proceedings from 2010 14th International Conference Information Visualisation, 361–368. doi:10.1109/IV.2010.57
Chanlin, L. J. (1997). The Effects of Verbal Elaboration and Visual Elaboration on Student Learning. International Journal of Instructional Media, 24(4), 333-39.
Chandler, P., &; Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
Conklin, J. (1987). Hypertext: An introduction and survey. IEEE Computer, 20 (9), 17-41.
Cooks, G. (2013). The best American infographics. New York, NY: Mariner Books.
Cooke, L. (2003). Information acceleration and visual trends in print, television, and web news sources. Technical Communication Quarterly, 12 (2), 155-182. doi: 10.1207/s15427625tcq1202_2
Duchastel, P., &; Waller, R. (1979). Pictorial illustration in instructional texts. Educational Technology, 19(11), 20-25.
Duchastel, P. C. (1978). Illustrating instructional texts. Educational Technology, 18(11), 36–39.
Finke, T., Manger, S. (2012). Informotion: Animated infographics. Berlin, Germany: Gestalten.
Fitz, C., &; Moore, P. (1993). Using Gestalt Theory to teach document design and graphics. Technical Communication Quarterly, 2(4), 389-410.
Garcia, M. R., Stark, M. M., &; Miller, E. (1991). Eyes on the news. Petersburg, FL: Poynter Institute.
Harrison, H. L., &; Hummell, L. J. (2010). Incorporating animation concepts and principles in STEM education. Technology Teacher, 69(8), 20-25.
Hays, T. A. (1996). Spatial abilities and the effects of computer animation on short-term and long-term comprehension. Journal of Educational Computing Research, 14(2), 139-155.
Hicks, N. D. (1999). Screenwriting 101: The essence and craft of feature film writing. New York, NY: McNaughton and Guner.
Hoffman, D. L., &; Novak, T. P. (1996). Marketing in hypermedia computer-mediated environments: conceptual foundations. The Journal of Marketing, 50-68.
Hullman, J., Adar, E., &; Shah, P. (2011). Benefitting infovis with visual difficulties. IEEE Transactions on Visualization and Computer Graphics, 17(12), 2213-2222. doi:10.1109/TVCG.2011.175
Irvin, J. W. (1986). Teaching reading comprehension processes. Jersey City, NJ: Prentice-Hall.
Ishikawa, K. (1990). Guide to Quality Control. Tokyo, Japan: Asian Productivity Organization
Itti, L., &; Koch, C. (2001). Computational modelling of visual attention. Nature Reviews Neuroscience, 2(3), 194-203.
James, W. B., &; Gardner, D. L. (1995). Learning styles: Implications for distance learning. New directions for adult and continuing education, 1995(67), 19-31.
Joss, M. (2013). Book Reviews: Infographics: the power of visual storytelling, The Seybold Report, 13(3), 8-12.
Just, M. A. &; Carpenter, P. A. (1992). A Capacity theory of comprehension: Individual difference in working memory. Psychological Review, 99 (1), 122-149.
Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology, 16(2), 161-172.
Keller, K. L. (1987). Memory factors in advertising: The effect of advertising retrieval cues on brand evaluations. Journal of Consumer Research, 14(3), 316-333.
Kincaid, D. L. (2002). Drama, emotion, and cultural convergence. Communication Theory, 12(2), 136-152.
Krum, R. (2013). Cool Infographics: Effective communication with data visualization and design. Hoboken, NJ: Wiley.
Kulhavy, R. W., Stock, W. A., Woodard, K. A., &; Haygood, R. C. (1993). Comparing elaboration and dual coding theories: The case of maps and text. The American Journal of Psychology, 106(4), 483-498.
Lallana, F. (1999). Diseño y color infográfico (11). Revista Latina de comunicación social, (13), 12.
Lemke, J. L. (2002). Travels in hypermodality. Visual Communication, 1(3), 299-325.
Lankow, J., Ritchie, J., &; Crooks, R. (2012). Infographics: The power of visual storytelling. Hoboken, NJ: Wiley.
Larkin, J. H., &; Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–100.
Leutner, D., Leopold, C., &; Sumfleth, E. (2009). Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content. Computers in Human Behavior, 25(2), 284-289.
Levin, J. R., Anglin, G. J., &; Carney, R. N. (1987). On empirically validating functions of pictures in prose. The Psychology of Illustration, 1, 51-85.
Levin, J. R. (1983). Pictorial strategies for school learning: Practical illustrations. In Cognitive strategy research (pp. 213-237). New York, NY: Springer.
Mayer, R. E., &; Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of educational Psychology, 84(4), 444.
Mayer, R. E., Hegarty, M., Mayer, S., &; Campbell, J. (2005). When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11(4), 256.
Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on computing in Education, 29(3), 263-275.
McCarthy, B. (1981). The 4MAT system: Teaching to learning styles with right/left mode techniques. Barrington, Ill.: Excel.
McCloud, S. (1993). Understanding comics. New York, NY: William Morrow Paperbacks.
Meyer, P. (2004). The influence model and newspaper business. Newspaper Research Journal, 25(1), 66-83.
Miller, B. M., &; Barnett, B. (2010). Understanding of health risks aided by graphics with text. Newspaper Research Journal, 31(1), 52-68.
Mol, L. (2011). The potential role for infographics in science communication. (Master Thesis). Retrieved December 2, 2014 from http://www.sg.uu.nl/academie/infographics/Laura%20Mol%20Master%20Thesis%20SC%20Final-small.pdf
Myers, S. (2009). A quantitative content analysis of errors and inaccuracies in Missouri newspaper information graphics (Master's thesis). Retrieved December 2, 2014 from https://mospace.library.umsystem.edu/xmlui/handle/10355/6570
Newsom, D., &; Haynes, J. (2004). Public relations writing: Form and style. Belmont, CA: Wadsworth.
Ōno, T. (1988). Toyota production system: beyond large-scale production. London, England: Productivity press.
Paik, Y., Kwon, M., Sinykin, A., &; Kim, J. (2003). Experimental research about the correlation of sound and image in Motion Graphics. Journal of the Asian Design International Conference.
Paivio, A. (1971). Imagery and verbal processing. New York, NY: Holt, Rinehart, and Winston.
Paivio, A., &; Csapo, K. (1973). Picture superiority in free recall: Imagery or dual coding? Cognitive Psychology, 5(2), 176-206.
Paivio, A. (1990). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
Palilonis, J. E. (2006). A practical guide to graphics reporting: Information graphics for print, web &; broadcast. London, England: Focal.
Park, O., &; Hopkins, R. (1993). Instructional conditions for using animated visual displays: A review. Instructional Science, 22, 1-24.
Park, O. C., &; Gittelman, S. S. (1992). Selective use of animation and feedback in computer-based instruction. Educational Technology Research and Development, 40(4), 27-38.
Park, O. C., &; Gittelman, S. S. (1995). Dynamic characteristics of mental models and dynamic visual displays. Instructional Science, 23(5-6), 303-320.
Pearson, P. D.,＆ Johnson, D. D., (1978). Teaching reading comprehension. New York, NY: Holt, Rinehart and Winston.
Peterson, B. K. (1983). Tables and graphs improve reader performance and reader reaction. Journal of Business Communication, 20(2), 47-55
Pimenta, S., &; Poovaiah, R. (2010): On defining visual narratives. IDC Design Research Journal, 3. 25-46. Retrieved December 2, 2014 from http://www.idc.
iitb.ac.in/resources/dt-aug-2010/On%20Defining%20Visual%20Narratives.pdf
Ramaprasad, J. (1991). Informational graphics in newspapers: Attention, information retrieval, understanding and recall. Newspaper Research Journal, 12(3), 92-103.
Randolph, G. B. (1998). Effect of hypermedia and graphics on recall and retention in online publishing. Communication Research Report, 15(1), 64-70.
Rieber, L. P. &; Hannafin, M.J. (1988). Effects of textual and animated orienting activities and practice on learning from computer -based instruction. Computers in the Schools, 5(1/2), 77-89.
Rowe, A. J., Boulgarides, J. D., &; McGrath, M. R. (1984). Managerial decision making. Chicago, IL: Science research associates.
Sancho, J. L. V. (2001). La infografía: técnicas, análisis y usos periodísticos (Vol. 9). Valencia, Spain: Autònoma de Barcelona.
Segel, E., &; Heer, J. (2010). Narrative visualization: Telling stories with data. Visualization and Computer Graphics. IEEE Transactions on, 16(6), 1139-1148.
Schmitt, B., Tavassoli, N., &; Millard, R. (1993). Memory for print ads: Understanding relations among brand name, copy, and picture. Journal of Consumer Psychology, 55-81.
Schuler, S. R., &; Hashemi, S. M. (1994). Credit programs, women's empowerment, and contraceptive use in rural Bangladesh. Studies in family planning, 65-76.
Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of behavioral development, 17 (1), 109-124.
Singer, M., &; Hallderson, M. (1996). Constructing and validating motive bridging influences. Cognitive Psychology, 80(1), 1-32.
Siricharoen, W. V. (2013). Infographics: An approach of innovative communication tool for e-entrepreneurship marketing. International Journal of E-Entrepreneurship and Innovation (IJEEI), 4(2), 54-71.
Siricharoen, W. V. (2013). Infographics: The new communication tools in digital age. The International Conference on E-Technologies and Business on the Web (EBW2013), 169-174.
Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audience. Indianapolis, IN: Que Publishing.
Stewart, D.W. &; Punj, G.N. (1998). Effects of using a nonverbal (music) cue on recall and playback of television advertising: Implications for advertising tracking. Journal of Business Research, 42 (1), 39-51.
Swaby, B. E. R. (1989). Diagnosis and correction of reading difficulties. Boston, MA: Allyn and Bacom.
Swanson, H. L., (1994). Short-term memory and Working memory: Do both contribute to our understanding of academic achievement in child and adults with learning disabilities? Journal of learning disabilities, 27(1), 34-50.
Swanson, H. L., &; Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1), 1-30.
Sykes, M., Malik, N., &; West, M. D. (2012). Stories that move mountains: storytelling and visual design for persuasive presentations. Hoboken, NJ: Wiley.
Tankard, J. W., Jr. (1989). Effects of chartoons and three-dimensional graphs on interest and information gain. Newspaper Research Journal, 10(3), 91-103.
Tankard, J. W., Jr. (1987). Quantitative graphics in newspapers. Journalism Quarterly, 64(2), 406-415.
Tidwell, J. (2010). Designing Interfaces: Patterns for Effective Interaction Design. Sebastopol, CA: O’Reilly Media.
Tryon, K. (2008). An examination of print and web graphics' effect on readers' recall. (Doctoral dissertation). Retrieved December 2, 2014 from http://cardinalscholar.
bsu.edu/handle/123456789/193725
Treisman, A. M., &; Gelade, G. (1980). A feature-integration theory of attention. Cognitive psychology, 12(1), 97-136.
Tremayne, M., &; Dunwoody, S. (2001). Interactivity, information processing, and learning on the world wide web. Science Communication, 23(2), 111-134.
Trottier, D. (1998). The screenwriter's bible: A complete guide to writing, formatting, and selling your script. Los Angeles, CA: Silman-James Press.
Tufte, E. R. (1983). The visual display of quantitative information. Cheshire, England: Graphics Press.
Utt, S. H., &; Pasternack, S. (2000). Update on infographics in American Newspapers. Newspaper Research Journal, 21(2), 55-66.
Valero, S. (2000). La infografía de prensa. Revista Latina de Comunicación Social, (30), 10
Ward, D. B. (1992). The effectiveness of sidebar graphics. Journalism &; Mass Communication Quarterly, 69(1), 318-328.
Ware, C. (2013). Information visualization: perception for design. Atlanta, GA: Elsevier.
Weber, W., &; Rall, H. (2012). Data visualization in online journalism and its implications for the production process. In Information Visualisation (IV), 2012 IEEE 16th International Conference, pp. 349-356. IEEE. doi: 10.1109/IV.2012.
65
Willis, D. (1999). Effects of using enhancing visual elements in website design. American Communication Journal, 3(1).
Wurman, R. S. (1991). Information anxiety: What to do when information doesn't tell you what you need to know. London, England: Pan Books.