2. 學習態度問卷的前後測成績，皆未達顯著差異( p>.05)，顯示無論是採用情境模擬或是講述式的教學方式，在學習態度的轉變上皆能讓學習者產生正面的影響。
This study aimed to examined the effects of using situational simulation on teaching soft skills courses. This study adopted the quasi-experimental design: experimental group for situational simulation teaching, control group for lecture teaching, and take t- test analyze the learning effectiveness , learning attitudes, and learning satisfaction in the experimental group and the control group, The subjects were 50 students of Department of Educational technology, Tamkang University, randomly assigned to experimental and control groups, the results are as follows:
1. The experimental group significantly performed better in the learning test scores than the control group (p<.05), it display situational simulation teaching in learning better on cognitive tests.
2. The pretest and posttest test results of learning attitudes questionnaire are not significantly different (p>.05), and it shows whether it is situational simulation or lecture teaching methods , learners would have a positive impact for the change in learning attitude.
3. Learner satisfaction questionnaire results for " course content ", " teaching methods ", " self-feeling ", situational simulation teaching-oriented learning satisfaction is higher than lecture teaching.
In addition, from the literature review, test the effectiveness of learning’, and ‘learning satisfaction’, learner interviews the comprehensive data analysis and present the suggestions of situational simulation application in soft skill courses teaching, it also provide for follow-up study of situational simulation teaching reference.