背景與目的：將電影融入教學活動中可能有助於提升學生對特定主題的知識與態度。本研究旨在探討以電影為基礎的教育介入對大學生精神疾病知識與其對精神疾病態度之影響。研究方法：本研究對象為就讀於新北市某大學職能治療系之54名學生。研究設計包含前測、中測與後測三個階段，分別使用「精神疾病知識評估量表」與「精神疾病污名量表」進行測量。所得數據以 SPSS 20.0 軟體進行統計分析，評估各階段測驗結果之差異。研究結果：介入後學生在精神疾病知識方面雖有提升，但未達統計顯著水準；在學生對精神疾病的態度方面，是否接受電影教學介入亦未顯示顯著差異。結論：針對職能治療學生而言，電影為基礎之教育介入對精神疾病知識學習雖無顯著成效，但整體分數呈現上升趨勢。此教學策略可能對於精神科職能治療教育具潛在助益，建議未來研究可進一步探討其長期效果與實施方式之優化。

Background and purpose: Movies into teaching may improve students’ knowledge and attitudes. The purpose of this study is to explore the effects of mov-ie-based educational intervention on mental illness knowledge and attitudes toward mental illness at college students. Methods: 54 occupational therapy students from a university in New Taipei City were enrolled. Each student was assessed by "Mental Illness Knowledge assessment" and "Mental Illness Stigma Scale" at pre-test, mid-test and post-test, The differences of these results were calculated by SPSS 20.0. Results: After movie-based educational intervention, the knowledge of mental ill-ness is improved but not significantly; there is no significant difference between whether there are movies on the students’ attitude towards mental illness. Conclu-sion: Movie-based educational intervention at occupational therapy students is no obvious effect on the learning of mental illness knowledge, but the score increased. Movie-based educational intervention may helpful for psychiatric occupational therapy education for college students.