摘要

網際網路名稱與號碼指配組織（Internet Corporation for Assigned Names and Numbers, ICANN）表示，全球43億個網路IP地址（IPv4），已於2011年2月4日全部用完。證明電腦、網路已普及到全球的每一個角落。電腦已成為生活中必要的輔助工具；e世代的學習方式，已漸漸轉換為電子化的學習。在各國的政策中也紛紛提出資訊教育目標，而我國也於教育部中小學資訊教育白皮書，提出 2008－2011 年預期達成多項指標，其中一項指標則是 e 化專科教室比例與全國中小學校數的比例，目標值是要達成 65%。因此隨著e化教室的普及，學童接觸電子化學習的機會將會越來越頻繁。而學習動機是驅動學習的重要因素，強烈的學習動機及興趣可以提升學習效率。因此，本研究以ARCS動機模型為基礎，使用其四個要素，注意(Attention)、關聯(Relevance)、信心(Confidence)、與滿足(Satisfaction)，作為衡量學習動機的四個維度，以針對電子化學習對學習動機的影響進行探討。
本研究以五年級學童為研究對象，以e化專科教室為研究場景，且為使研究結果趨於實用性，更能運用於現實之學習狀況；整個研究過程，皆以學童在學校的整學期之實際學習狀況作研究。本研究的研究結論為：(1)電子化學習對ARCS動機模型的四個維度是正向的影響。(2)電子化學習對學童的學習動機是正向的影響。(3)e化專科教室對學童的學習有實質的助益。(4)電子化學習對學童學習動機的影響不會隨著性別、使用電腦經驗的不同、學童程度的不同而有顯著的差異。(5)在電子化的學習過程中，學童最喜歡數位遊戲與數位動畫這兩種類型的數位教材。本研究希望所獲得的結果，可作為日後學童接受電子化學習及低成就學童透過電子化學習補救教學的參考依據。

Abstract

Internet Corporation for Assigned Names and Numbers（ICANN）said that the world's 4.3 billion Internet IP address (IPv4) have been exhausted on February 4, 2011. To prove that computers and networks have spread to every corner of the globe. Computer has become a necessary tool in the life. The e-generation's learning has gradually converted to electronic learning. Each country's policies have put the information on the aims of education. Our Ministry of Education also published the whitepaper for information education for primary and secondary schools. According to the whitepaper, the Ministry of Education expected to reach a number of indicators in 2008-2011, one of the indicators is that the target value's ratio of e-specialist classrooms' number to the primary and secondary schools' number will reach 65 percent.With the popularity of e-classroom, it will be more frequent that the students access to e-learning opportunities. Motivation is an important factor to drive learning, strong motivation and interest can enhance the learning efficiency. Therefore, this study is based on the ARCS Motivation Model whose four elements are attention, relevance, confidence, and satisfaction, this study use the four elements as the four dimensions of learning motivation to explore the impact of e-learning on learning motivation.
In this study, the object of study is fifth grade students, the scene of this study is e-specialist classroom. In order that the research results become more practical and apply to real learning situation, this study mainly focus on students' actual learning situation for the whole semester. The results are that: (1) E-learning is a positive impact on the ARCS motivation model's four dimensions. (2) E-learning is a positive impact on students' learning motivation. (3) E specialist classrooms for students' learning has a real help. (4) The impact of e-learning on students' learning motivation is not significant differences with gender, different computer experience, and different levels of students. (5) In the e-learning process, the students favorite digital games and digital animation in both types of digital materials. The study hopes that the obtained results can be used as reference when future students accept e-learning and low achievement students through e-learning remedy instruction.

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