本研究旨在探討多媒體學習教學與電腦先備知識對在職教師數位教材製作成效之影響。研究樣本為66位參加北部某縣市教師研習之在職教師，依照參加研習課程期別分派為圖文學習支持組與多媒體學習支持組；而教師所具備之電腦先備知識則分為高先備知識組與低先備知識組。
研究結果發現：(1)在教學設計學習成效上，多媒體教學╳電腦先備知識交互作用未達顯著，多媒體學習組顯著優於圖文學習組；高先備知識組顯著優於低先備知識組。(2)在工具軟體運用學習成效上，多媒體教學╳電腦先備知識交互作用未達顯著，多媒體學習組與圖文學習組無顯著差異；而高先備知識組顯著優於低先備知識組。(3)在學習態度方面，學習者對自身學習成效的滿意度、教材工具輔助特性幫助度、及工具軟體使用的熟練度都具有正向的學習態度。

The purpose of this study was to investigate the effects of type of multimedia learning on teachers’ learning performance and attitudes in e-Learning courseware productions. Participants who joined the e-Learning training program were assigned into two experiment groups: the paper-learning group and the multimedia-learning group, and learners were identified as high prior knowledge of computer and low prior knowledge of computer.
The result showed that, on the performance of instructional design, interactive effect of multimedia learning and prior knowledge of computer was not significant. In terms of multimedia learning, multimedia-learning group outperformed the paper- learning group. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge. On the performance of tool application, the interactive effect of multimedia learning and prior knowledge of computer was not significant. In terms of multimedia learning, there was no significant difference between two groups. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge. Finally, on the analysis of learners’ attitudes, learners of two groups had highly positive attitude toward the learning activities.

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