本研究目的旨在藉由文獻分析之歸納，提出情意領域之內涵、情意教學進行方式、情意教學設計策略、態度改變教學策略等，以產出適用於情意領域的數位教材設計指導方針，並藉由檢視高層次心智結構、價值判斷及情意素養等是否改變來檢討數位教材設計原則在情意領域應用之可行性及有效性。本研究採用文獻分析、焦點團體訪談、深度訪談及設計發展研究法，研究對象為九位教學設計專家（具備教學設計、數位學習及教材品質認證學養的學者教授七人，具備數位教材建置相關經驗，及教學設計專長之業界教學設計師二人）。本研究貢獻為提出整合情意與認知之數位教材設計可行原則，及情意數位教材設計步驟與流程，作為情意領域之數位教材設計依據。本研究成果為產出「情意領域數位教材開發指引手冊」，期許促進情意領域類之數位教材建置更能符合情意目標之達成和更能符合數位教材品質檢核規範。 This study first reviewed literature and then synthesized the psychological factor, principles, cognitive process, instructional strategies of attitude change and so on. This study aimed to propose and examine content design principles of affective domain in e-learning materials. This study also inspected high level mental structure, value judgment, and affective literacy whether changed to examine the feasibility and the validity of e-learning content design principles in the affective domain. This study used the literature analysis, focus group interviews, in-depth interviews and design-based research. The subjects of this study were seven experts who specialized in instructional design, e-learning, and e-learning quality certification, and two instructional designers who had many experiences about e-learning content design. This contribution of this study was to propose e-learning content design principles which could combine cognitive and affective domain, and present e-learning content design procedure and flow in the affective domain. The product of this study was the Handbook of e-learning Content Design and Development Principles. It is expected that this handbook can match the needs of e-learning content designers toward affective domain, and then also can help them qualify the e-learning quality certification.
