陳明溥余志鴻Chih-Hung Yu2019-08-292008-7-182019-08-292007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0693080174%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92910本研究旨在探討數位學習之互動模式、概念地圖使用、及自我效能對於學習者在資訊技能學習之成效與態度的影響。研究對象為修習國內一資訊技能教育機構所開設數位學習課程之264名學習者。互動模式依據數位教材之學習導引、教學呈現、及練習等三個面向之互動程度分為高互動模式及低互動模式二組進行實驗教學。實驗數據之分析則針對互動模式、概念地圖使用、及自我效能對於學習者在資訊技能學習之成效與態度的影響進行探討。 研究結果發現：(1)低互動模式與概念地圖的使用能促進學習者的學習投入程度；(2)高互動模式之設計能有效提昇學習者之資訊技能學習成效；(3)高、低互動模式的學習者都對於數位學習抱持正向的接受度及滿意度；而且，(4)自我效能或先備知識越高的學習者，對數位學習的態度也越正向。The purpose of this study was toinvestigate the effect of level of interactivity on e-learners’ achievement in IT skills and attitude toward e-learning. Participants were 264 e-learners of an IT skill training institute in Taiwan. The effects of level of interactivity, use of course roadmap, and computer self-efficiacy on e-learners’ achievement and attitudes were examined in this study. The results showed that (a) low interactivity and course-roadmap use could help e-learners engage in e-learning activity, (b) high level of interactivity enhanced learners’ achievement, (c) participants with high or low level of interactivity both showed positive acceptance and satisfaction toward e-learning, and (d) learners with high prior knowledge or high self-efficacy showed more positive attitude toward e-learning.數位學習學習互動教學設計e-learninginteractivityinstructional design