第二節 第二節
第二節 建議 建議 建議 建議
本研究根據研究過程、研究限制與研究結果提出以下四點建議，以提供未來 相關研究之參考：
一、動機設計量表之評鑑準則，可供數位教材設計之參考
本研究結果顯示動機設計量表之準則具有效性與適切性，可作為數位教材動 機設計之參考，且根據教學設計專家評鑑「以學習者為中心之設計取向」與「以 內容為中心之設計取向」之數位教材的結果，顯示目前兩設計取向之數位教材在 動機設計上的狀況屬中等水準，未來應可著重於較弱之動機因素的設計內涵，尤 應加強「因素三：提供策略幫助認知」、「因素二：從學習中能獲得成就感」、
「因素一：適當的回饋設計與控制權」、與「因素四：具挑戰性的任務設計」。
二、進一步將網路學習者的先備知識與能力分級，以看出動機設計對不同先備知 識能力的網路學習者在學習策略運用上之影響
由於研究對象所屬單位的資源與設備限制，本研究於實驗前並未能夠先將網 路學習者的先備知識與能力分級，以至於不能排除先備知識與能力對網路學習者 學習影響的部份。因此，建議未來研究能夠進一步將學習者的先備知識與能力分 級，進而探討「以學習者為中心之設計取向」與「以內容為中心之設計取向」之 數位教材的動機設計對不同先備知識的網路學習者於數位教材學習上的影響。
三、進一步探討動機設計與學習者的學習堅持度、學習成就與學習態度之間的關 係
本研究在學習成效上，僅探討網路學習者的動機表現和學習策略運用之變 化，由於相關研究指出動機為促進個體進行各種行為的內在動力，是網路學習者 獲得學習成效的關鍵因素之一，對網路學習者付出的努力、參與的程度和持續的 時間有著關鍵性的影響(張志全, 2004)。因此，除暸解網路學習者在學習教材時的 動機表現與學習策略運用之影響外，對於動機設計是否能夠提昇網路學習者在數 位學習環境中的學習成效，值得進一步探討。建議未來研究能夠蒐集有關網路學 習者的學習堅持度、延宕學習結果與學習成就的資料，直接驗證網路學習者的學 習成效，並探討網路學習者對教材的學習態度，以進一步探討提升學習成效與動
機設計表現間相關的要素，亦可將相關要素納入動機設計量表準則之重要參考。
四、數位教材之動機設計量表準則增刪
由於使用者的需求伴隨科技等因素的變化不斷在變動，因此，本研究所發展 之動機設計量表的架構與準則，未來應可繼續針對數位教材動機設計相關之研 究，進一步增修量表準則。針對本研究所發展之動機設計量表中的設計因素，其 題項較不足的因素，應可再增加相關準則，以提高該動機設計量表上設計因素的 信度。
參考文獻 參考文獻 參考文獻 參考文獻
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附錄二 數位教材之動機設計量表適切性評估 數位教材之動機設計量表適切性評估 數位教材之動機設計量表適切性評估 數位教材之動機設計量表適切性評估 一 一 一
一、 、 、研究說明函 、 研究說明函 研究說明函 研究說明函
各位親愛的教學設計專家，您好：
本量表之目的在於評量數位教材之動機策略設計之程度。就市面上的數位 教材而言，有的數位教材會讓學習者想從頭學到尾，有的會使學習者中途放 棄，有的又會使學習者感到枯燥乏味，為了改善不同動機設計之數位教材品 質，本研究將找出影響數位教材之動機設計的重要因素，從動機的觀點發展出 一套能有效促動學習者於數位教材中學習動機之教學設計模式。
本量表採用認知心理學派對學習的觀點，將「學習」定義為是「個體對事 物經由認識、辨別、理解，從而獲得新知識的歷程」。因此，本研究採用認知 心理學派中的訊息處理論，依 Gagne(1985)所提出的教學九事件為主，將學習 歷程分為四大階段：一、學習準備階段；二、學習獲得階段；三、學習表現階 段；四、學習遷移階段。每一階段下的動機促動項目則是根據文獻所整理出的 重要要素，共 30 項。各項目之後列有「適切與否」之圈選欄位，請您依據您
本量表採用認知心理學派對學習的觀點，將「學習」定義為是「個體對事 物經由認識、辨別、理解，從而獲得新知識的歷程」。因此，本研究採用認知 心理學派中的訊息處理論，依 Gagne(1985)所提出的教學九事件為主，將學習 歷程分為四大階段：一、學習準備階段；二、學習獲得階段；三、學習表現階 段；四、學習遷移階段。每一階段下的動機促動項目則是根據文獻所整理出的 重要要素，共 30 項。各項目之後列有「適切與否」之圈選欄位，請您依據您