近年來，隨數位教學的蓬勃發展，教育領域正日益受益於不斷演進的科技。在這個變革的時代，研究者們積極探索新的教學法，以提高學習效果並應對學習者在數位環境中所面臨的挑戰。本論文旨在深入研究，以認知負荷理論觀點為基礎，探討一種創新的教學法——視覺隱喻教學法，並以商業模式九宮格之教學為例，評估其對學習效果的影響，學習過程中學習者的認知負荷狀態，以及學習者的焦慮是否對認知負荷、學習焦慮造成影響。
本研究設計實驗探討視覺隱喻教材及視覺隱喻圖像創作的教學設計效果。招募大專院校學生作為實驗受試者，透過遠距教學實驗數據及主觀評估問卷、實際學習效果等進行資料蒐集與數據分析，以驗證我們的結構方程模型。本研究共回收198份有效問卷，以獨立t檢定和結構方程模型進行驗證性分析。結果顯示，實驗組受試者感知的視覺隱喻品質、增生認知負荷、認知學習效果較高，學習焦慮、外部認知負荷則較低，且實驗組的學習成效顯著高於對照組。
本研究補足視覺隱喻應用於教學場域的學術研究缺口，並將其與認知負荷理論結合，以解釋視覺隱喻提升學習效果的途徑。研究中透過實驗證實視覺隱喻對於學習的五大好處，包含易記憶性、易理解性、提升注意力、激發好奇心與創造力，表明視覺隱喻教學法能有效降低學習者外部認知負荷的觀點，且令學習者主動參與教學活動，能顯著提升增生認知負荷，認知負荷的變化亦透過認知學習效果的中介效果，進而提升實際學習效果。此外學習焦慮對外部認知負荷、認知學習效果皆有顯著影響，說明在教學中應盡可能降低學生的焦慮感，而視覺隱喻方法亦有降低學習焦慮之效。

In this transformative era, researchers are exploring new teaching methods to enhance learning outcomes and address challenges in digital environments. This study examines an innovative method—visual metaphor instruction—based on cognitive load theory, using the Business Model Canvas as an example. It evaluates the impact on learning outcomes, cognitive load, and whether learners' anxiety affects these factors.
Experiments were designed to explore the effects of visual metaphor materials and instructional design. College students and graduate students participated, and data were collected through remote teaching experiments, subjective assessment questionnaires, and actual learning outcomes. A total of 198 valid questionnaires were analyzed using independent t-tests and structural equation modeling. Results showed the experimental group perceived higher quality in visual metaphors, increased intrinsic cognitive load, and higher cognitive learning effectiveness, while experiencing lower learning anxiety and extraneous cognitive load. Additionally, the experimental group's learning outcomes were significantly higher than the control group's.
Based on the SEM analysis results, visual metaphor instruction reduced learners' extraneous cognitive load, encouraged active participation, and enhanced intrinsic cognitive load. Changes in cognitive load mediated by cognitive learning effectiveness further improved outcomes. Additionally, learning anxiety significantly impacted extraneous cognitive load and cognitive learning effectiveness, suggesting teaching should minimize student anxiety. The visual metaphor method also reduced learning anxiety.
In summary, this study fills a research gap by integrating visual metaphors in instructional design, providing valuable insights into their influence on cognitive load and learning outcomes in digital learning environments.

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