隨著數位時代的興起，使得線上學習蓬勃發展且在高等教育上被廣泛使用。然而 本研究欲探討線上學習工具要如何吸引學習者，使學習者能投入於教學過程中，進而 降低情緒影響且達到線上學習之目標與效果。目前視覺隱喻被應用於廣告設計、會計 課程教學及個人職涯發展計畫上，但依據過往文獻，將視覺隱喻應用於線上商業分析 課程的教學研究鮮少。因此，本研究將設計一套教學實驗，操弄變項為應用視覺隱喻 於教學過程之品質高低，受試對象為各大專院校學生，並使用問卷進行資料蒐集與驗 證實驗模型。將視覺隱喻應用於教材設計上，並讓學習者依照教學內容之理解，透過 隱喻的方式將學習概念繪製成圖，以此探討透過較高的視覺隱喻品質是否能夠降低學 習焦慮、使學習者進入心流體驗及提升學習動機以及學習者的學習效果是否有正向影 響。
本研究共蒐集 198 份有效問卷，以 t 檢定以及結構方程模式進行驗證性分析，根 據研究結果顯示，實驗組在應用高視覺隱喻品質的教材中學習中，所帶來的效果會負 向影響學習焦慮，且較低的學習焦慮會負向影響學習動機及心流體驗，即提升學習動 機與進入心流體驗，更進而使認知學習效果提升，而對實際學習效果沒有顯著的影響。 然而，實驗組在以案例分析作為實際學習效果的分數平均顯著大於對照組，因此本實 驗方法仍對實際學習效果有所幫助。最後，本研究在學術貢獻上補足了過往較為缺少 的部分，建議在未來仍可以針對研究限制或不同的領域進行深入研究，而實務貢獻上， 研究結果也可作為企業、高等教育的線上教學設計參考。

This study aims to explore how online learning tools can attract learners, engage them in the instructional process, reduce emotional impacts, and achieve the effectiveness of online learning. Currently, visual metaphors are applied in advertising design, accounting course instruction, and personal career development plans. However, according to previous literature, there is limited research on applying visual metaphors to online business analytics courses. Therefore, this study designs a teaching experiment to manipulate the quality of visual metaphors used in the instructional process. The participants are students from various universities, and data collection and model validation are conducted through questionnaires. It aims to investigate whether higher quality visual metaphors can reduce learning anxiety, facilitate flow experience, and enhance learning motivation and effectiveness.
A total of 198 valid questionnaires were collected and analyzed using T-tests and Structural Equation Modeling. The results show that in the experimental group, higher quality visual metaphors negatively affect learning anxiety, which in turn positively affects learning motivation and flow experience, enhancing cognitive learning effectiveness. However, there is no significant impact on actual learning effectiveness. Nonetheless, the experimental group’s average score in case analysis, representing actual learning effectiveness, is significantly higher than the control group, indicating the experimental method's benefit to actual learning effectiveness. In conclusion, this study fills gaps in previous research and suggests future research can further explore limitations or different fields. The practical contributions of this study also provide references for online instructional design in corporate and higher education settings.

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