隨著多媒體設備的普及以及多媒體教學影片的觸手可及，使用多媒體教學影片於教學設計已經普遍見於傳統教室和電腦教室的教學。數位教學影片藉由多媒體的多重感官效果，讓教材的資訊呈現方式變得多元且豐富的效果，也提供了教學者與學習者多樣的選擇性。然而，教材的資訊呈現方式需要考慮資訊傳遞所產生的認知負荷量，如果產生負荷量過輕，學習成效不彰；若過重則會導致反效果。
本研究以多媒體教學與認知負荷理論為基礎，探討資訊量與認知負荷量和學習成效的關係。我們以性別為干擾變數，對於教學影片字幕需求與認知負荷量和學習成效的中介效果進行實驗分析。
本研究採用多媒體影片來進行實驗假設的驗證，在實驗加入性別做為干擾變數之後，問卷調查顯示兩項具顯著差異的統計結果：
(一)字幕需求對於男生的認知負荷困難度有正向的影響關係
(二)字幕需求對於女生的學習成效有正向的影響關係。
本研究結果建議教學者和學習者於選用多媒體教學影片時，能夠考量性別差異而採用考量認知負荷量和學習成效的教材。
With the popularity of multimedia instructional videos and multimedia devices within reach, the use of multimedia instructional videos in instructional design has been widely seen in traditional classroom teaching and computer classrooms.
Digital multimedia instructional videos by multi-sensory effects, information presentation materials become diverse and rich effects, but also provides a variety of teaching and learners selectivity. However, the presentation of information materials need to consider the amount of cognitive load generated by the transfer of information, if they have load is too light, learning ineffective; if too heavy will cause the opposite effect.
In this study, multimedia teaching theory and cognitive load theory, to explore the relationship between the amount of information and cognitive load and learning effectiveness. We interference variables gender, demand for instructional videos and cognitive load subtitles and learning outcomes intermediary effect experimental analysis.
In this study, experimental multimedia movie to verify hypotheses, experiment added after gender as interference variables, the results of two surveys show a significant statistical difference :
(a) the demand for cognitive load subtitles difficulty boys have a positive affect the relationship;
(b) the demand for female subtitles learning outcomes have a positive effect relationships.
The results of the study recommended that educators and learners in the selection of multimedia instructional videos, it is possible to consider gender differences and the use of cognitive load considering the effectiveness of teaching and learning.
