本研究旨在從動機的觀點探討數位教材之教學設計。首先，從文獻探討中建構動機設計之準則，以作為數位教材動機設計之參考；其次，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表現；最後，探討網路學習者於「以學習者為中心之設計取向」與「以內容為中心之設計取向」之數位教材中的動機表現與學習策略運用之影響。希冀本研究能夠提供數位教學設計人員或相關人士於設計數位教材時的一個新思維與參考。

研究結果顯示：(1)以動機的觀點來看教學設計，所應考量的動機設計內涵，包括：「適當的回饋設計與控制權」、「從學習中能獲得成就感」、「提供策略幫助認知」、「具挑戰性的任務設計」、「從學習中能提昇內在控制感」、「具多樣、新奇與趣味感」、「注重學習者的實際需求」；(2)本研究所發展之數位教材動機設計量表具有效用；(3)「以學習者為中心之設計取向」與「以內容為中心之設計取向」之數位教材在動機設計表現上的結果為：「以學習者為中心之設計取向」的數位教材，其動機設計表現具「中等水準」；「以內容為中心之設計取向」之數位教材，其動機設計表現則在「中等水準之下」。顯示兩設計取向之數位教材的動機設計表現仍與理想的動機設計標準間有落差，而以「以內容為中心之設計取向」之數位教材的動機設計表現仍有很大的改進空間；(4)在動機表現上：在「以學習者為中心之設計取向」上的網路學習者，其在「內在目標導向」、「任務價值」、「學習信念控制」、「自我效能」上的動機表現皆顯著優於「以內容為中心之設計取向」上的網路學習者；(5)在學習策略運用上：在「以學習者為中心之設計取向」上的網路學習者，在「投入努力」上的表現顯著優於在「以內容為中心之設計取向」上的網路學習者。

The purpose of this study was to explore the instructional design of e-Learning courseware from motivational perspective. At first, the motivational design guidelines, which can be a reference for the motivational design of e-Learning courseware, were developed based on literature review. Second, exploring the differences between the motivational design of the “Learner-Centric Design, LCD” and the “Content-Centric Design, CCD” e-Learning courseware. Finally, examining the effects of the “LCD” and the “CCD” e-Learning courseware on learners’ motivational performance and learning strategies. The study was expected to provide instructional designers an innovative perspective and references.

The results showed that: a) from the motivational perspective, the elements that should be included in instructional design are: “proper design of feedback and locus of control”, ”sense of achievement from learning”, ”strategies for cognition”, ”design of challenging learning tasks”, ”enhanced intrinsic locus of control from learning”, ”making learning multiples, novel and interesting”, ”focusing on learners’ real needs”; b) the motivational design scale of e-Learning courseware was useful ; c) On the analysis of the motivational design quality of the “LCD” and the “CCD” e-Learning courseware, the evaluation revealed that the motivational design quality of the “LCD” e-Learning courseware was about the average level; while, the “CCD” e-Learning courseware was below the average level. However, it also showed that there was still a gap between the approches of the motivational design quality and the ideal motivation design standard, and the motivational design quality of the “LCD” e-Learning courseware still had plenty of room for improvement; d) on learners’ motivational performance, the learners’ who received the “LCD” e-learning courseware revealed higher “intrinsic goal oriented”, ”task value”, ”control of learning beliefs” and “self-efficacy” than those who received the “CCD” e-Learning courseware; e) finally, on the use of learning strategy, the learners’ who received the “LCD” e-learning courseware would try hard and pay more effort than those who received the “CCD” e-Learning courseware.

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