自我調整學習能力為目前相當重視的能力之一，當學習者過去面臨較多學習困難時，多數間接影響自我調整學習的能力。特別是就讀技術高中的學生，往往對於學科知識較少著墨，多著重在實作的課程上，在相關知識與理論基礎上較為薄弱。即使對於學科知識相對較無興趣，但亦須具備一定的能力，此一問題皆呈現於技術高中學生參與相關證照考試上。以目前比重為重的勞動部技術士檢定而言，必須考過學科與術科，往往會學科學習上受挫，導致無法順利取得相關證照。許多線上平台以測驗的內容為基礎發展學科練習系統，提供學生進行自我評量。但多數學科練習系統平台著重在試題本身，回饋以知識性的回饋為主，較少以情緒面向給予回饋以促進學習的專注，此外，隨著通訊平台的便利性，常常以有趣的貼圖作為溝通的媒介，促進學習者的正向情緒，有助於學習者規劃並持續練習。
有鑑於此，本研究嘗試以有趣的圖片作為學習的回饋，當學習者再進行自我評量的過程中給予有趣的圖片，提高學習者對於練習系統的好奇與專注，驅使學生對於練習系統的投入，進而產生興趣。本研究可分為三個階段實施：前導實驗、回饋頻率測試階段、自我調節學習階段，分別對於以有趣的圖片作為回饋，於學生自我評量學習過程當中的專注與學習狀況深入探討，透過腦波儀的測試，了解學生專注程度，並且藉由研究設計瞭解不同回饋頻率對學生專注與成效的影響。最後的自我調節的階段，結合計畫、執行、檢核、行動的自我調節模式，讓學生可以自行決定自我評量規劃的題數，於指定時間內進行練習。
綜合以上研究設計所得到的結果如下：
1. 在自我評量學習環境中，提供有趣圖片作為學習回饋獎勵機制能提升學習成效與學習專注力。
2. 適當的學習獎勵機制能維持學習專注力，本研究中建議的回饋為每五題回饋一次學習獎勵。
3. 依據計畫、執行、檢核、行動循環將自我調節學習機制於自我評量學習環境中實現，有助於提升學習成效與自我調整能力。

The self-regulation learning (SRL) ability is currently one of the well-recognized abilities. Learners face breakthroughs in learning difficulties that indirectly affect their SRL ability. In particular, industrial high school students usually focus on subject knowledge and practical courses, which are relatively weak in relevant knowledge and theory. Even though they are relatively uninterested in subject knowledge, they must have a certain knowledge level. This makes it difficult for industrial high school students to obtain certification. In terms of the current rules of the Ministry of Labor technician certification, technician certification students need to pass subject knowledge and technical parts. However, industrial high school students often struggle with subject learning. Thus, some self-assessment learning systems (SALS) were constructed for subject learning. SALS provided a self-assessment module for students to practice subject learning. Based on the advantages, self-assessment can help students to learn subject knowledge. Most systems use knowledge description as feedback but lack focus on affective feedback (e.g., positive emotion) to increase learning attention. Positive emotion can maintain a long-term continuous investment in learning. Accordingly, communication platforms often use interesting stickers as a communication medium to promote learners’ positive emotions. Increasing learning attention can improve learners’ learning and continuous practice.
This study investigated the influence on learning performance and attention of funny images as rewards and the Plan, Do, Check, Action (PDCA) cycle in the SALS. For the experimental design, this study was divided into three stages to assess the influence of funny images as rewards. The results were as follows:
1. Funny images as rewards can enhance learning performance and learning attention in the SALS.
2. A suitable frequency of funny images as rewards that maintains learning attention is once every five items.
3. SRL with PDCA cycle increases self-regulation ability and learning performance.

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