學習動機、學習策略與學習成效關係之研究－－以數位學習為例

The Relationships between Learning Motivation, Learning Strategy, and Learning Performance of E-learning

數位學習科技的研究與發展成為教育環境提升與改革的重點。藉由數位化介面，結合網際網路、多媒體教材於學習內容上，統整資訊和延展知識，提升學生學習動機與學習成效。數位學習科技運用於教學環境對教師與學生而言，是相當值得探討的議題。本研究探討數位科技與導入數位學習平台之實際應用現況及成效，探討學生進行數位學習之學習動機、學習策略與學習成效之間的關係。本研究採用問卷調查法，針對不同背景變項在數位學習之學習動機、學習策略與學習成效的差異情形加以探討，分析研究變項之間的關係與進行假設驗證。問卷蒐集的資料以信度與效度分析、描述性統計分析、獨立樣本t 檢定、變異數分析、多元迴歸分析等統計方法進行分析與處理。最後，根據研究分析結果，本研究提出結論建議與改善機制。

The research and development of e-learning technology has become the focus of educational improvement and reform. The digital interface, the internet, and multimedia teaching materials can help students integrate information and knowledge, and enhance their learning motivation and learning performance. It is a worth issue to explore e-learning technology applied in the teaching and learning environment for teachers and students. This study aims to explore the application of digital technology and the performance of e-learning platform. This study explores the relationships between learning motivation, learning strategy, and learning performance of e-learning. This study uses the questionnaire survey method to collect data. This study also explores the different effects of background variables on learning motivation, learning strategy, and learning performance. The data is analyzed by reliability analysis, validity analysis, descriptive statistics, independent sample t-test, ANOVA analysis, and multiple regression analysis. Finally, based on the results, this study provides conclusions and recommendations.