本研究以模擬式教學系統為主體，以學習輔助模組，協助學習者進行學習，讓模擬式的教學環境中，學習者不再是盲目沒有目標的隨意學習與操作，亦可避免因先備知識及學習動機的不充足而失去模擬操作學習的意義。研究方向乃定位設計一個以大專電子學半導體物理特性課程之模擬式電子學教學系統、適性化導引輔助學習模組及自律學習輔助模組，以此評鑑大專學生透過此學習系統進行電子學學習時，其學習成效的變化。
為達研究目的，本研究採用文獻分析、系統開發方法與準實驗研究法。首先探討先關文獻以建構「模擬式電子學教學系統」、「適性化導引輔助學習模組」及「自律學習輔助學習模組」。教學實驗以北縣某技術學院五專四年級學生92人為研究對象，隨機分組成三組。一組為對照組，以模擬式教學系統進行學習；一組為實驗組一，使用模擬式教學系統輔以適性化導引輔助學習模組協助學習；一組為實驗組二，以模擬式教學系統輔以自律學習輔助學習模組協助學習。教學實驗開始前，進行基本電學前測（先備知識¬）、學習動機量表及電子學能力前測；實驗結束後，施以電子學學習成效後測及學習動機量表。針對不同學習輔助及不同學習動機分群的學習者之學習成效進行資料分析，並輔以質性觀察，得到以下結論：

1.在模擬式的電子學教學系統下，施以適性化導引輔助與自律學習輔助策略，對學習者的學習成效具有顯著提升的效益。
2.高學習動機分群的學習者，不論利用何種方式進行學習，學習成效間並無顯著的差異。
3.低學習動機分群的學習者，在模擬式的教學環境下，給予適性化導引輔助，對學習者之學習成效具有明顯的助益。
4.利用先備知識和學習動機進行分群的學習者在模擬式教學環境下面對不同的學習輔助，會因為學習動機之高低及先備知識之完善程度，而影響其學習過程中的學習及模擬操作之有效學習行為。

This study presents an approach for learning electronics in a computer-based simulation learning system, collocate with different kinds of learning support mechanisms, to help students avert studying adrift and blindly, and also help students to make up a deficiency of prerequisite knowledge and study motivation. The purposes of this research are to design three modules of physical characteristic of the semiconductor unit for college’s electronics course. There are: (1) computer-based simulation learning module; (2) adaptive guiding module in a computer-based simulation learning environment; and (3) self-regulated learning module in a computer-based simulation learning environment, and then, to compare students’ learning achievement with these there kinds of learning support strategies.
The methods in this study consist of the literature review of studies and quasi-experimental design. The analysis of studies were for the purposes to construct the 「Computer-based Simulation Learning Module」、the「Adaptive Guiding Module in a Computer-based Simulation Learning Environment」and the「Self-regulated Learning Module in a Computer-based Simulation Learning Environment」. The participants of the quasi-experimental design were 92 of the forth-grade college students in Taipei County, who were divided into three groups randomly, the experimental group 1, the experimental group2, and the control group, to deal with three kinds learning support strategies. Furthermore, each group was divided into two parts - high level and low level, according to their study motivation in order to discuss further about what kinds of strategies will influence more to students’ study motivation in the Computer-based Simulation Learning environments.
There are three research instruments in this study; the Basic Electricity Test was used as a pretest to understand the students’ prerequisite knowledge; the Scale of Electronics Learning Motivation and the Electronics Achievement Test were used as the pretest-posttest to read the students’ variations after the experiment. Then the results and data are examined by t-test, one-way Analysis of Covariance (ANCOVA), and two-way ANCOVA. Additionally, qualitative observation results were discussed.
The main findings of this study are as follows:
1.In the Computer-based Simulation Electronics Learning System, the students’ learning achievements in the experiment groups were both significantly better than those in the control group.
2.There was no significant difference in students’ learning achievement for the high-level motivation students in each group.
3.In the Computer-based Simulation learning environment, the Adaptive Guiding support strategy was significantly better than those in the other group for low-level motivation students.
4.The students divided by prerequisite knowledge and learning motivation will be influenced to their study pattern and simulation operation behavior in the different learning support strategies in the computer-based simulation learning environment, because of the levels of students’ motivation and the sufficiency of prerequisite knowledge.

江岳霖（2004）。引導發現式電腦輔助學習於數位電路原理教學之研究。國立臺灣師範大學資訊教育學系在職進修碩士論文。
吳靜吉、程柄林（1992）。激勵的學習策略量表之修訂。測驗年刊，39，59-78。
呂斌南（2001）。e-Learning 對組織發展與知識管理影響之個案研究。東海大學管理碩士學程在職進修專班碩士論文。
李淑明（1992）。具教學目標的電動玩具一模擬式電腦輔助教學的設計。國教之友，44(1)， 59-64。
沈中偉（2004）。科技與學習理論與實務。台北：心理出版社
林生傳（2000）。新教學理論與策略。台北：五南。
林立傑、陳冠碩（2002）。運用多重代理人於遠距教學系統之適性化教學。資訊管理展望，4(1)，31-46。
林信男（2001）。適性化學習網站之研究：以高中數學為例。國立交通大學資訊科學研究所碩士論文。
林進材（1999）。教學理論與方法。台北：五南。
林福來（2004）。數位學習理論為數位內容成功基石。Retrived Jan 15, 2004，from the World Wide Web: http://www.elearn.org.tw/NR/exeres/8D3BD618-0CAA-4BE0-B9A4-77A9AF675A33.htm
林寶山（2003）。實用教學原理。台北：心理。
高台茜（2002）。非同步網路教學中自律學習的鷹架輔助研究。行政院國科會專題研究計畫報告。
高柏凱（2004）。亞卓市夫子進修館的前自調學習。國立中央大學資訊工程研究所碩士論文。
張文彥（2003）。受訓動機與社會網路在訓練活動中的角色探討—以壽險外勤人員為例。淡江大學管理科學研究所碩士論文，台北。
張春興（1996）。現代心理學。台北：東華。
莊謙本（1997）。發展一個電子電路電腦輔助教學技能評量工具之研究。國科會研究計畫（NSC86-2516-S-003-004）。
陳年興、曾建翰（1997）。全球資訊網Web Title之製作。遠距教育，2，12-21。
陳繁興（2001）。工專電機科學生使用電腦模擬軟體對組合邏輯電路設計能力之影響研究。技術學刊，16(3)，385-389。
游寶達、劉明宗（2002）。電子化學習之發展趨勢探討與分析。資訊與教育，89，3-9。
黃明月（1999）。遠距教學與終身教育。教育資料集刊，24，45-60。
黃富順（1996）。增強成人學習者的學習動機。成人教育，34，2-8。
楊岱霖（2001）。動態適性化學習系統。國立高雄師範大學資訊教育研究所碩士論文。
劉明洲、陳龍川、壽大衛、林鴻龍（1999）。網頁課程之適性化學習設計研究。教育部八十八年度委託專題研究計畫報告書。
蔣葆琳（2002）。大學生在非同步網路教學環境中自我效能研究。國立東華大學教育研究所碩士論文。
蕭智允（2003）。電腦輔助自律學習管理系統之研製。國立暨南國際大學資訊管理研究所碩士論文。
蕭顯勝、吳哲旭、張國恩、趙美聲、宋曜廷（2005）。自律式模擬教學系統。第十屆全球華人計算機教育應用會議。
顏晴榮（1997）。電腦模擬教學在工科技術實習應用之探討。技職雙月刊，39，55-60。

Adel S. Sedra & Kenneth C. Smith(2004). MICROELECTRONIC CIRCUITS 5/e. Oxford University Press.
Alessi, S.M.& Trollip, S.R.(1985). Computer-based instruction Methods and development. Englewood Cliffs,NJ:Prentice-Hall.
Azevedo, R. & Cromley, J.G.(2004). Does training of self-regulated learning facilitate student’s learning with hypermedia? Journal of Educational Psychology, 96,523–535.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bangert-Drowns, R., Kulik, J., & Kulik, C. (1985). Effectiveness of computer-based education in secondary schools. Journal of Computer Based Instruction, 12, 59-68.
Bobbi A. K., (1992). Cognitive Engagement Style, Self-Regulated Learning and Cooperative Learning.
Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self- regulated cognition: Interdependence of metacognition, attributions, and self- esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction, 53-92. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bruner, J.S. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
Brusilovsky, P. (1996). Methods and techniques of adaptive hypermedia. User Modeling and User-Adapted Interaction Journal, 6, 87-129.
Brusilovsky, P. & Pesin, L. (1996). Visual annotation of links in adaptive hypermedia, Conference companion on Human factors in computing systems, 222-223.
Brusilovsky, P., Schwarz, E., & Weber, G. (1996). Elm-art: An Intelligent Tutoring System on World Wide Web” in Third International Conference on Intelligent Tutoring Systems, ITS-96, Montreal, LNCS 1086, 261-269.
Butler, D.L. & Cartier, S.C. (2005). Multiple complementary methods for understanding self-regulated learning as situated in context. 2005 Annual Meetings of the American Educational Research Association, Montreal, QC.
Carren, W. S.(1990). An experimental evaluation of using computer-aided design simulations in teaching basic electronics at the college level. (Doctoral dissertation, North Carolina State University, 1990). Dissertation Abstracts International, 51, 04A.
Carro, R. M., Pulido, E., & Rodríguez, P.(1999). Dynamic generation of adaptive Internet-based courses. Journal of Network and Computer Applications, 22, 249-257.
Chen, F. S.(1995). A computer tutorial and simulation system for teaching digital function minimization. (Doctoral dissertation, Iowa State University, 1995).
Ckamber, J.A. & Sprecher, J.W.(1983). Computer-assisted Instruction: Its use in the classroom. Englewood Cliffs,NJ:Prentice-Hall.
Corno, L. (1989). Self-regulated learning : A volitional analysis . In D. H. Shunk & B. J. Zimmerman (Eds.), Self- regulated learning and academic achievement : Theory, research, and practice. NY: Spring-Verlag.
de Bra, P.& Calvi, L., (1998). AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, 4, 115-139, Taylor Graham Publishers.
de Jong, T. & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
Dennis, J. R., & Kansky, R. J. (1984). Electronic slices of reality: The instructional role of computerized simulations. In J. R. Dennis and R. J. Kansky (Eds.), Instructional computing: An acting guide for educators. Glenview, Illinois: Scott, Foresman.
Ellington, H. I., Addinall, E., & Percival, R. (1981). Games and simulations in science education. London: Kogan Page.
Flavell, J. H. (1976). Metacognitve aspects of problem solving . In L. B. Resnick(Ed.), The nature of intelligence. NJ: Erlbaum, 231-235.
Gagne, R. M. & Briggs, L. J. (1992). Principles of instructional design (4th ed.). N.Y.: Holt, Rinehart and Winston.
Gokhale, A. A.(1989). Effectiveness of computer simulation versus lab and sequencing of instruction in teaching logic circuits. (Doctoral dissertation, Iowa State University, 1989). Dissertation Abstracts International, 51, 01A.
Heckhausen, H.,& Kuhl, J.(1985)From wishes to action. In M. Frese & J. Sabini(Eds.). Goal-directed behavior：Psychological theory and research on action . Hillsdale,NJ:Erlbaum
Jones, B. F., & Idol, L. (1990). Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher (Ed.), Progress in Experimental Personality Research, 13, 99-171. NY: Academic Press.
Kuhl, J. (1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior,101-128. NY: Springer-Verlag.
Linder, R. W., Bruce, R. H., Wayne, I. G. (1996). The design and development of the “Self-Regulated Learning Inventory”: A status report. ERIC Document Reproduction Service No. ED 401-321.
Linder, R. W., & Harris, B. (1992). Self-regulated learning and academic achievement in college students. 1992 American Educational Research Association annual convention, San Francisco, CA.
Lundy, J., Logan, D., & Harris, K. (2002). Simulation may be the e-learning "killer app". Retrieved October 8, 2002, from http://techupdate.zdnet.com/techupdate/stories/main/0,14179,2878649,00.html
Niemi, H., Nevgi, A., & Virtanen, P. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28(1), 49-71.
Pilar, D., da Silva, Rafa, Van Durm, Erik Duval & Henk J. Olivi´e. (1998). Adaptive Navigational Facilities in Educational Hypermedia. HYPERTEXT ’98. Proceedings of the Ninth ACM Conference on Hypertext and Hypermedia: Links, Objects, Time and Space - Structure in Hypermedia Systems, June 20-24, Pittsburgh, PA, USA.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames and M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, 6, 117-160. Greenwich, CT: JAI Press.
Pintrich, P. R. (1999).The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P. R., & DeGroot, E. V. (1980). Motivational and self- regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. New Jersey: Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The university Michigan.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Pintrich, P. R., Smith, D. A. F., & Mckeachie, W. J. (1989). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The university Michigan.
Roy, R.(1968). Computer aided instruction for a course in Boolean algebra and logic design. (Project No. 5-1080). Troy, NY: Rensselaer Polytechnic Institute.
Robert, B., Louis, N. (1992). Electronic Devices & Circuit Theory(5th Edition). NY：Hardcover Press.
Schauble, L., Glaser, R., Raghavan, K., & Reiner, M. (1991). Causal modelsand experimentation strategies in scientific reasoning. The Journal of the Learning Sciences, 1, 201-239.
Shute, V. J. (1993). A comparison of learning environments: All that glitters .... In S.P. Lajoie & S.J. Derry (Eds). Computers as cognitive tools, 47-75. Hillsdale, NJ: Erlbaum.
Snow, R.E.(1989). Cognitive-conative aptitude interactions in learning. In R. Kanfer, P.L.，Ackerman & R. Cudeck(Eds.), Abilities, motivation, methodology, 435-473. Hillsdale, NJ：Erlbaum
Walberg, H. J.(1975). Psychological theories of educational individualization. In H. Talmage(Ed.). Systems of individualized education. Berkeley, C. A: McCutchan, 15-18.
Weber, G., & Specht, M. (1997). User Modeling and Adaptive Navigation Support in WWW-BasedTutoring Systems, User Modeling, Proceedings of the Sixth International Conference, UM97, A. Jameson, C. Paris, and C. Tasso (eds.), CISM 383, Springer.
Willis, J., Hovey, L., & Hovey, K. G. (1987). Computer simulation: A source book to learning in an electronic environment. New York: Garland Publishing, Inc.
Wilson, L. E. (1993). A dynamic comparison between computer-based andinstruction traditional methods of instruction as applied to teaching digital circuit analysis. (Doctoral dissertation, United states International University, 1993). Dissertation Abstracts International, 54, 04A.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307-313.
Zimmerman, B. J. (1989a). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (1989b).Models of self-regulated learning and academic achievement. In B. J. Zimmerman & Schunk D.H. Eds., Theory, research, and practice, 1-25. NY: Spring-Verlag.
Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social-cognitive perspective. Educational Psychology review, 2, 173-201.
Zimmerman, B. J. (1994). Dimensions of academic self- regulation: A conceptual framework for education. In D. H., Schunk & B. J., Zimmerman(Eds.), Self-regulation of learning and performance, 3-24. Hillsdale, NJ: Lawrence Erlbaum.
Zimmerman, B. J. (1997). Self-regulatory dimension of academic learning and motivation. In G. D. Phye (Eds.), Handbook of academia learning construction of knowledge,105-121. San Diego: Academic Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. (Eds.), Handbook of self-regulation (pp.13-39).
Zimmerman, B., & Kitsantas, A. (1999). Acqiring writing revision skill: Shifting From process to outcome self- regulatory goals. Joural of Education Psychology, 91(2), 241-250.
Zimmerman, B. J., Bonner, S., & Kovach, R.(1996). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington: APA.
Zimmerman, B. J. & Martinez-Pons, M.(1990). Students difference in self- regulated learning: Relating Grade, Sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51~59.