近幾年來，由於網際網路的發達，導致組織及企業過多的損失，使得資訊安全逐漸成為關注的焦點。為了解決組織與企業的損失，組織與企業紛紛致力於建立資訊安全訓練機制，在資訊安全訓練中，最基礎且重要的部份為資訊安全認知，但是人員、技術與經費為企業落實資訊安全的三大障礙；線上教學正可克服地域、專業教師人數、時間等限制，因此本研究期望能以資訊豐富度理論，研究較高豐富度之多媒體教材與超連結教材對於資訊安全認知層次的成效是否有正向之影響，並研究認知層次彼此間的相互關係。 本研究採用實驗室實驗法，並透過線上教學，研究學生於線上學習時認知層次之相互關係，及依據不同資訊豐富度的教材，觀察學生的資訊安全認知是否提升。本研究結果發現：(1)透過提升「感知層次」與「理解層次」的表現，有助於提升「推演層次」的表現；(2)低豐富度的純文字的教材，在「感知層次」有較佳的表現；(3)高豐富度的多媒體教材有助於提升「理解層次」與「推演層次」的表現。本研究之結果可作為資訊安全認知訓練設計規劃之參考依據。 In recent years, the rapid progress in internet dues to huge losses of organizations and enterprises. Therefore, the development of information security is becoming an important issue. In order to reduce the losses, the organizations and enterprises consider building up the information security training system and the information security awareness is the basis of the entire system but professionals, skills and budgets are three main barriers to them. Online learning appears a feasible alternative to regions, these busy IS security professionals and time limit. According to Information Richness Theory, this research is to investigate whether the multi-media material and aided hyperlink material are increasing the performance of information security awareness and also to investigate the relation between awareness levels. The research used laboratory experiment and online learning to investigate the effect of information richness on the performance of information security awareness. This research indicates that (1) learners who have the better understanding in perception level and comprehension level can improve the understanding of projection level (2) learners with text material have a better performance in perception level; (3) learners with multi-media material have a better performance in comprehension level and projection level. The results could be the basis for material designers in creating information security awareness materials.
