摘　要本研究旨在探討電腦輔助教學(CAI)於數位調變及解調變技術之教
學成效與學後保留。本研究主要為教學實驗，以國立台灣師範大學工業教
育系電子資訊組大一學生為實驗對象；實驗組使用「三維互動式電腦輔助
教學系統」，控制組使用「傳統式模組電路教學系統」；另分析實驗教材
之技術能力內涵，做為技能操作的評分依據。本研究之主要結論如下：一
、技術能力分析：本研究之實驗教材內含三項職務(duties)、九項任務(
tasks)及26項技術能力(technical competencies)。二、學後成效：(一)
在認知方面：實驗組的成績顯著高於控制組。(二)在技能方面：實驗組的
技能操作總成績顯著優於控制組，但是在操作速度方面則未達顯著。(三)
在學習滿意度方面：實驗組在7種分類向度的滿意程度顯著高於控制組；
另在3種分類向度的滿意程度未達顯著差異水準。三、學後保留：(一)在
學後技能保留方面：實驗組與控制組未達顯著差異水準。(二)在組內考驗
方面：實驗組與控制組皆未達顯著差異水準，然兩組之學後保留率皆呈下
降趨勢，符合遺忘的特質。關鍵詞：電腦輔助教學、成效、保留、技術能
力。

Abstract The purpose of this study was to investigate the
effectiveness and retention of microcomputer assisted
instruction on Digital Modulation and Demodulation laboratory
instruction. The pretest-posttest control-group design was used
to test the effectiveness of microcomputer assisted instruction
in comparison to that of the traditional module circuit learning
approach. Sixteen freshmen studying at the Department of
Industrial Education were selected as research objects. They
were randomly assigned to experimental group or control group.
Experimental group studied digital communication system with F.
A.C.E.T. system(Faults Assisted Circuit for Eletronic Training),
but the control group studied the same uints with traditional
module circuits. The achievement of knowledge and skill in both
two groups were evaluated through the posttest. Several major
conclusions were drawn by statistical analysis and summarized as
the followings:1. There is a significant difference between
experiment group and control group in their theory
achievement.2. There is a significant difference between
experiment group and control group in their skill test, but not
in their operation speed.3. There is a significant between
experiment group and control group in seven items of
satisfaction indexes, but no significant difference in other
three items.4. There is a significant difference between
experiment group and control group in their retention rate of
skill proficency.5. The retention rate of skill in both
experiment group and control group were declined similarly.
Although the overall effect of microcomputer assisted laboratory
instruction for digital communication technology was better than
that of module circuit training approach, but it largely
depended upon the availability of courseware and hardware
capabilities.Keywords: Computer Assisted Instruction,
effectiveness, retention, technical competencies.
Abstract The purpose of this study was to investigate the