在數位學習逐漸成為主流教育模式的背景之下，教材已不僅是資訊傳遞的工具，更是影響學習者學習歷程的重要關鍵。當學習內容以多元形式呈現時，若缺乏適當的設計策略，可能使學習者在處理資訊的過程中承受過多無效負荷，進而影響其動機與學習表現。基於此，本研究以認知負荷理論 (Cognitive Load Theory, CLT)為依據，關注數位教材中可作為提示機制的設計策略，進一步探討此策略在不同學習者條件下會如何左右其認知處理，進而影響動機狀態與學習成果。
本研究以「SCAMPER創意思考法」作為教材主題，並聚焦於兩項教材設計因子，即語碼轉換 (Code-switching)與自我效能 (Self-efficacy)指示。首先，在語碼轉換設計方面，本研究針對教材中的關鍵元素，採取中文內容中嵌入英文詞彙的方式，使學習者在閱讀過程中更容易注意到重要概念。其次，在自我效能指示設計方面，本研究在學習教材中加入與學習者能力感知相關的提示語句，使學習者在接觸教材以後，即便教材內容本身並未更動，也能感受到「教材內容與其既有能力具有連結」的訊號。綜合以上，本研究操弄「是否加入語碼轉換」以及「是否提供自我效能指示」，形成四組情境組別。
本研究透過社群平台發放問卷。研究結果顯示，學習者對語碼轉換的感知能夠減少因教材設計不當所帶來的額外負擔，同時亦有助對教材的投入，且在教材中加入自我效能指示，有助於提升學習者的自我效能感知。進一步而言，當學習者具備較高的感知自我效能時，感知語碼轉換的效果會更加明顯，表示此效果與學習者的能力信念密切相關。本研究亦釐清不同認知負荷對自我決定連續體的影響，當學習者感受到較高的外在認知負荷時，較容易因額外負擔而轉向外在調節或無動機傾向；而雖然增生認知負荷對外在調節的影響未達顯著，但其仍能促進較正向的內在動機與具認同感的認同調節，並降低無動機傾向。本研究亦指出，降低干擾性的負荷對提升學習表現具有幫助，但深層認知投入的效果卻未必能反映在立即測驗的結果上。
總結來說，本研究將語碼轉換與自我效能指示納入教材設計，延伸了認知負荷理論於數位學習情境中的應用。本研究亦整合認知負荷與動機歷程，提供更完整的分析架構。在實務上，本研究提出可操作之教材設計原則，為數位教材設計提供參考依據。

As e-learning becomes mainstream, instructional materials serve not merely as a medium for information delivery, but also as key factors that influence learning processes. Based on Cognitive Load Theory (CLT), this study explores how design strategies in digital materials affect cognitive loads, which in turn influence learning motivation and learning outcomes.
Using SCAMPER as the topic, this study examined two design strategies: code-switching and self-efficacy statement. Code-switching embedded English terms into Chinese materials to highlight key concepts. Self-efficacy statements were added so that, even with the same materials, learners could perceive a connection between the materials and their abilities. A questionnaire distributed through social media platforms formed four conditions.
The results show that perceived code-switching decrease learners’ extraneous cognitive load (ECL) and enhance germane cognitive load (GCL). Self-efficacy statements improve perceived self-efficacy, and perceived code-switching is more effective for learners with higher perceived self-efficacy. Higher ECL may increase external regulation (ER) and amotivation (AM). Although GCL didn’t significantly affect ER, it enhanced intrinsic motivation (IM) and identified regulation (IR) while reducing AM. Reducing ECL significantly supports learning outcomes, though GCL may not be immediately reflected in test results.
Overall, this study integrates code-switching and self-efficacy statement into digital material design, extending CLT to digital learning contexts. By integrating cognitive load with motivational processes, this study provides a more systematic analytical framework and offers practical design principles to support learning.

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