動機可以支持學習者達成學習目標。若能了解學習者的學習動機及相關因素，對於教學設計提升學生學習效果有顯著的益處。Keller ARCS模型定義了影響學習動機的四個要素。在此模式中，第一要務是注意（Attention），要引起學習者興趣和維持學習者注意。模式中的第二要素是相關（Relevance），是滿足學習者個人的需要和目標，使學習者產生積極的學習態度，以引起學習者的學習動機。模式中的第三要素是信心（Confidence），學習者由逐步學習的過程中逐漸建立學習信心並掌握所學。模式中的第四要素是滿足（Satisfaction），提供適當的回饋與獎勵，讓學習者感受到成就感與滿足。
本研究以大同大學102學年上學期的教育部大專校院資訊素養通識課程數位學習教材「圖書資訊應用」、「資訊素養與倫理」與「網路資訊法律實務」三門資訊素養通識課程，透過ARCS動機模式之學習動機¬¬，瞭解學生在數位學習環境下對於資訊素養課程的學習情況。本研究探討不同背景變項的學生資訊素養課程中學習動機的差異情形，並歸納如何由動機層面來加強學生在參與課程之學習動機。以ARCS動機模式為指標，做為設計問卷與訪談之依據。藉由SPSS 18量化資料分析，同時透過深入訪談，歸納量化與質化的結果。
本研究資料結果與訪談內容歸納顯示：課程的注意力維持、相關性結合、信心增加以及提升滿意度的考量對於數位學習資訊素養課程學習上之重要性。本研究並依據結果，提出對數位學習資訊素養課程教學與ARCS動機模式於數位學習資訊素養課程運用等建議。

Motivation can support learners to achieve study goals. Understanding learners’ motivation and related factors will benefit the design of education and the efficiency of learning. Keller’s ARCS model defines four major elements that will affect learning motivation. First of all, “Attention” is to arouse learner’s interests and keep them focus. Secondly, “Relevance” is to satisfy the need and purpose of learners so that they will have active attitude towards studying. Thirdly, “Confidence” is built in the progress of learning. Finally, “Satisfaction” is to provide appropriate feedbacks and rewards in order to make learners feel satisfied and reach their achievement.
This research is based on the learning materials of college information literacy courses, “Library and Information Utilization, Information Literacy and Ethics, and Information Law”, designed by the Ministry of Education and taught in the fall semester 2013 at Tatung University. Under ARCS motivation model and e-learning environment, we could realize how well students learned from these courses. This thesis investigate in different variables of students’ learning motivations in Information Literacy courses. Furthermore, we conclude the ways to strengthen students’ motivation of participating in classes. We use ARCS motivation model as an index to design the questionnaires and interviews. We summarize the quantitative and qualitative results via SPSS 18 quantitative data analysis and in-depth interviews.
According to the result and interviews we found that the maintenance of learners’ attention, the combination of correlation, the increasing of confidence and the promotion of satisfaction are significant to the learning effectiveness of e-learning Information Literacy course. We also propose recommendations for education of Information Literacy e-learning courses by applying ARCS motivation model.

誌謝 i
摘要 ii
Abstract iii
目錄 iv
圖目錄 viii
表目錄 ix
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機 3
1.3 研究目的 4
1.4 研究限制 5
1.5 論文架構 6
1.6 研究流程 7
第二章 文獻探討 8
2.1 ARCS動機模式之理論 8
2.1.1 動機 8
2.1.2 學習動機 10
2.1.3 ARCS動機模式 11
2.2 數位學習 17
2.3 資訊素養 19
2.4 國內外ARCS動機模型、數位學習與資訊素養相關之研究整理 21
第三章 研究方法 30
3.1 研究設計 30
3.2 研究方法 32
3.2.1 問卷調查法 32
3.2.2 個別訪談 32
3.3 研究假說 33
3.3.1 注意動機取向對其他動機的相關假設 33
3.3.2 相關動機取向對其他動機的相關假設 34
3.3.3 信心動機取向對滿足動機取向假設 35
3.4 研究變數之操作型定義 35
3.5 問卷設計 36
3.6 研究對象 39
3.7 資料分析方法 40
第四章 資料分析與結果 41
4.1 敘述統計分析 41
4.2 測量模式分析 45
4.2.1驗證性因素分析 45
4.2.2 信度分析 46
4.2.3 內容效度 49
4.2.4 收斂效度 49
4.2.5 區別效度 50
4.2.6 R2判定係數（檢定迴歸模型的擬合能力） 52
4.3 模型適配度 52
4.4 內模式分析 53
4.4.1 路徑分析 53
4.5 中介分析 55
4.6 對於數位學習資訊素養課程各層面動機反應情形 57
4.6.1 自願性選修課程學生在各層面動機之不同問項間反應之分析 60
4.6.2 非自願性選修課程學生在各層面動機之不同問項間反應之分析 61
第五章 結論與建議 64
5.1 研究結果與討論 64
5.1.1 學生參與課程「注意動機」之影響 65
5.1.2 學生參與課程「相關動機」之影響 65
5.1.3 學生參與課程「信心動機」之影響 65
5.1.4 學生參與課程「滿足動機」之影響 66
5.2 研究結論 69
5.3 管理意涵 70
5.4 未來研究建議 71
參考文獻 72
附錄 80

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