本研究探討操作多媒體情境判斷測驗之經驗對職前及新手教師自我效能的影響，以及其與操作文字式測驗結果的比較；同時也希望驗證現行電腦化職涯輔導系統之設計是否有所缺失。
研究方法採2x2多因子不等組前後測準實驗設計，研究結果以t檢定、單因子共變數分析檢驗各組前後測分數的差異；以雙因子共變數分析(two-way ANCOVA)比較新手教師與職前教師各組間之交互作用及主要效果；同時也分析測驗系統之教學潛力分數與效能分數間的相關。
結果指出，單純填答文字式教師自我效能量表與使用多媒體教學情境判斷測驗系統之職前教師間於教學自我效能量表之後測分數有顯著差異；同樣的設計，新手教師組間之後測分數無顯著差異。「教學經驗」與「系統操作」有顯著交互作用，單純主要效果方面，職前教師操作不同系統之組間後測分數有顯著差異；有操作系統之職前教師與新手教師組間亦有顯著差異。
本研究之主要結論為，操作模擬教學情境之經驗的確會降低職前教師之教學自我效能，然而，已有實習經驗之新手教師，其教學自我效能並不會因為系統操作與否而有所改變。

This research aims to examine the effects of the situational simulation experience on pre-service and novice teachers' self-efficacy. A multimedia-stituational judgement testing system (MSJTS) and an online text-based testing system were used to be the treatments. This research used quasi-experimental method, also an 2 x 2 factorial, pretest-posttest design was used. The collected data was analyzed by dependent t-test, correlation analysis, and investigated the effects of treatments by two-way analysis of covariance (two-way ANCOVA).
The results indicate that there are significant differences on posttest between the pre-service teachers who used MSJTS and who used the online text-based testing system. However, there are no differences between the groups of novice teacher. Besides, teaching-experience factor has significant interaction with system factor. The simple main effect analysis shows that system factor makes the posttest significantly different between control and experiment groups of pre-service teacher. With testing-system experience, novice teachers are significantly lower than pre-service teachers.
In conclusion, system-operation experience reduces the pre-service teachers’ self-efficacy; however no influence on novice teachers who had half-year teaching experience after used MSJTS.

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