本研究藉由探討使用者對於視覺情境式多媒體網頁風格類型的認知,以及對視覺情境式多媒體網頁的介面構成元素與操作之滿意度差異,推導出視覺情境式多媒體網頁之設計準則。本研究採文獻調查法、多元尺度法與問卷調查等法,首先將視覺情境式多媒體網頁分類為六種風格,並從中挑選代表性樣本,以隨機抽樣進行網路問卷調查,探討使用者對於視覺情境式多媒體網頁介面八項構成元素,以及使用者對操作之「使用性」、「愉悅性」、「互動性」、「沉浸性」、「易記性」等項目的看法。經單因子變異數分析、因素分析、相關分析、複迴歸分析,檢測視覺情境式介面設計要素與操作滿意度兩者間之相關性。結果顯示不同性別、學習背景的使用者對於視覺情境式多媒體網頁的介面設計與操作性皆達滿意程度。導入視覺情境於教學設計之中,利用學習者所處的情境脈絡,透過良好的多媒體網頁之視覺設計,可以在電腦多媒體的環境中模擬實際的學習情境,讓學習者主動參與,使學習者與情境產生互動。因此,將視覺情境運用至多媒體輔助教學之中將有助於概念之學習,未來可適切地將視覺情境運用至電腦輔助教材之中,有效發揮多媒體之特性,營造出更佳的學習情境,並改善數位教學之品質。
The study concludes the design principles of visual situated websites by discussing user perception on the styles of visual situated websites, user satisfaction with the constructive elements of the interfaces, and the operation of visual situated websites. The study uses literature survey, multidimensional scaling analysis (MDS), and questionnaire survey. First, the researcher divides visual situated websites into six styles, and randomly chooses samples from these ones. Through on-line questionnaire survey, the study discusses user perception on the eight constructive elements of the interfaces in visual situated websites and on the operation items as “usability”, “pleasure”, “interaction”, “immersion”, and “memorability”. Using one-way ANOVA, factor analysis, correlation analysis, and multiple regression analysis, the researcher surveys the relationship between the design elements and the operative satisfaction of visual situated interfaces. The result shows that users of different genders and learning backgrounds are satisfied with the interface design and the operation of visual situated websites. Applying visual situation to instruction design, teachers can use the virtual learning contexts in computer multimedia to involve learners through effective visual design of multimedia web pages. In this way, learners can participate actively and interact with the contexts. Therefore, the use of visual situation in multimedia CAI will help learners learn concepts. In the future, teachers can appropriately use visual situation in CAI to create better learning contexts and to improve the quality of e-learning.