本研究旨在應用情意領域數位教材設計原則(PEARIE模式)配合系統化教學設計步驟進行情意領域中自我管理類「時間管理課程」的開發，藉以了解此原則對於情意學習成效的影響，以提升情意領域數位學習教材之品質並使其建置能促進情意目標達成。本研究第一階段採用設計發展研究法依據PEARIE模式開發課程，第二階段使用單組前後測實驗研究，讓學習者使用以PEARIE模式建置的「時間管理課程」進行學習，再透過前後測成績比較以及學習者訪談驗證其學習成效。 本研究採立意取樣實施實驗研究，研究對象為大一學生共20人，茲將研究結果說明如下： 1.情意認知測驗前、後測達顯著差異(p<.01)，且透過學習者填答內容及訪談意見分析得知經過課程學習後，學習者對於時間管理的描述內容更加積極、具體，以及學習者學習後得知更多的時間管理策略，也有意願要執行時間的管理。 2.時間管理態度改變問卷前後測達顯著差異(p<.01)，且從訪談意見中得知學習者有達到情意學習的目標並對於依照設計原則所設計的訊息提出回饋。 3.學習者滿意度調查發現在「課程內容」、「教學策略與方法」與「學習成效」的總平均數分別為4.28、4.06、4.37，意見皆傾向同意與非常同意。 因此，根據結果可得知依據PEARIE模式所設計之課程對於學習者的學習成效有正面的影響，另外，也依據研究結果及學習者的意見對PEARIE模式提出修改建議，讓此原則更為完善且更易於應用，讓教學設計者未來在設計或發展情意領域教材時能有所依據。 The purpose of this study is to examine the impact of E-learning content design principles in the affective domain on learning achievement, by use e-learning content principles in the affective domain (PEARIE mode) and systematized instructional design procedure to develop a self-control class curriculum about “time management”. The study first adopt design-based research and to PEARIE mode to develop a curriculum. And then a one-group pretest-posttest experimental design and the purposive sampling method were used. There are 13 subjects in the experimental group, and they used " time management curriculum " designed according to e-learning content principles and models in the affective domain. The experimental research results were listed as follows: 1.The experimental group significantly performed better in the posttest scores than the pretest in the knowledge test. Through the learner fill to answer content and interview opinion analysis to know after curriculum learning, the learner is getting more aggressive and concrete to the description content that time manages. And the learners know more strategies about time management and also have intention to do time management. 2.The experimental group significantly performed better in the posttest scores than the pretest in the attitude test. From the interview opinion, we know learner have already reached the learning objective and put forth feedback to the message designed according to the design principle. 3.The experimental group demonstrated positive attitudes toward the course. The result showed the experimental group significantly performed better in the affective domain. To enhance the effectiveness and efficiency of e-learning in the affective domain, the researcher interviewed the students and revised the principles accordingly. The study provided a instructional designer in designing and developing the e-learning material in the affective domain.
