漫畫一直是報紙吸引讀者的要重要元素，現今利用漫畫傳播科學知識的風氣越來越興盛，已有許多研究指出，相對於其他知識載體，大部分學生喜愛從漫畫獲取科學知識。根據自我決定論（SDT），人們基本心理需求「自主感」、「勝任感」和「關聯感」的滿足是驅使行為的重要動機，而行為意圖的持續性則會受到認知信念「感知有用性」，以及從行為中體驗到的樂趣的影響。本研究透過三種基本心理需求，結合「IS接受後持續使用模式」中的感知有用性，以及驅動內在動機的娛樂感，探究國中生使用《中學生報》科學漫畫之意圖與行為的影響因素。
　　本研究採問卷調查法與訪談法，調查與訪談來自臺灣北部、中部、南部、東部地區學校之教室訂閱《中學生報》的國中生。問卷以紙本與電子形式分別發放，回收有效樣本320份；訪談10名學生。問卷結果與訪談資料經統計整理，再進行歸納分析。
　　研究結果顯示，國中生使用《中學生報》科學漫畫之心理需求滿足程度，以自主感最高，其次是勝任感，關聯感最低；感知有用性與娛樂性驅動國中生持續使用《中學生報》科學漫畫，其中以娛樂性影響最大。根據研究結果，提出建議如下：媒體業者應經常調查國中生使用者感興趣的科學主題，提升其使用意願；漫畫內容強化視覺表現與趣味性，可增加使用者黏著度；擴大研究樣本以探究性別與地域性之差異。

Cartoons have always been an important element for newspapers to attract readers. Nowadays, the use of comics to spread scientific knowledge is becoming more and more popular. Many studies have pointed out that compared with other knowledge carriers, most students prefer to obtain scientific knowledge from comics. This study uses three basic psychological needs, combined with the perceived usefulness in the " Post-acceptance model of IS continuance" and the sense of enjoyment that drives intrinsic motivation, to explore the impact factors of junior high school students' intentions and behaviors on using science cartoons in the "Youth Journal".
This study adopts questionnaire survey and interview methods to survey and interview junior high school students who subscribe to the "Youth Journal" in classrooms in the north, central, south, and east of Taiwan. 320 valid samples of questionnaires were collected, and 10 students were interviewed.
The research results show that the psychological needs of junior high school students who use the science comics in the "Youth Journal" are satisfied with the highest sense of autonomy, followed by the sense of competence, and the lowest sense of relevance; perceived usefulness and enjoyment drive the continued use in the science cartoons of the "Youth Journal" by junior high school students, among which enjoyment has the greatest impact. Based on the research results, the following recommendations are made: Media operators should frequently investigate the science topics that junior high school students are interested in to increase their willingness to use them.; comic content should strengthen visual expression and interest, which can increase user stickiness; expand the research sample to explore gender and regional differences

一、中文文獻
〈2024衝啊！夸父帶你一起追曙光〉（2024年1月）。中學生報。
〈感恩益身心 增進腦內多巴胺〉（2024年1月）。中學生報。
〈白天赤潮 夜晚藍眼淚〉（2024年5月24日）。人間福報。https://www.merit-times.com.tw/NewsPage.aspx?unid=887301
〈飛羽隱形殺手〉（2024年5月15日）。人間福報。https://www.merit-times.com.tw/NewsPage.aspx?unid=886687
王亦欣（2003）。探討國二學生閱讀漫畫表徵的文本對地球科學概念學習的影響—以天文和溫室效應為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
王佩廸（2022年12月15日）。銘刻於基因中的幽默諷刺---報紙連環漫畫。CCC追漫台。http://www.creative-comic.tw/zh/specialtopics/398
孔德廉（2018）。當漫畫介入社會！台灣首個以石虎為主角的漫畫家Kokai,與路殺社擦出火花。上下游。https://www.newsmarket.com.tw/blog/104824/
成功大學（2023年6月5日）。辦理「主題科學漫畫工作坊」。單位公告網。http://ann.ncku.edu.tw/p/404-1013-254842.php?Lang=zh-tw
李衣雲（2022年3月16日）。戰後漫畫「低俗」史：1940年─1980年。自由評論網。https://talk.ltn.com.tw/article/breakingnews/3861447
吳思慧（2008）。漫畫迷閱讀特質之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
吳健維（2012）。閱讀不同型式科學文本對國中生學習興趣與學習成效的影響--以鋅銅電池單元為例（未出版之碩士論文）。國立屏東教育大學，屏東縣。
林幸玫（2014）。青少年漫畫讀者之閱讀類型偏好、人格特質與休閒涉入的關係研究（未出版之碩士論文）。國立東華大學，花蓮縣。
岸本裕史（1995）。解讀漫畫大戰：看漫畫 會使孩子功課進步。精湛，26，78-79。
邱夢偉（2004）。幽默漫畫表現形式之創作研究－以幽默漫畫為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
郭書瑄（2022）。生命縮圖：圖像小說中的人生百態。臺北市：典藏藝術家庭。
張宛瑜（2021）。科學漫畫與小說傳達科學知識發展史對國中生科學學習之影響（未出版之碩士論文）。國立彰化師範大學，臺東縣。
張其賢（2005年12月18日）。吸引新讀者 美加大報將刊日式漫畫。自由時報。https://news.ltn.com.tw/news/world/paper/48692。
教育部（2021）。重編國語辭典修訂本。https://dict.revised.moe.edu.tw/dictView.jsp? ID=95838&la=0&powerMode=0
國立臺灣歷史博物館（2022）。記憶中的畫格世界─漫畫在臺灣特展。https://www.nmth. gov.tw/exhibition?uid=127&pid=556
國家圖書館（2022）。111年臺灣閱讀風貌及全民閱讀力年度報告。臺北市
國語日報社（2022）。臺灣讀報教育成果調查。臺北市。
童琬芬（2002）。青少年漫畫閱讀文化之研究--以台北會區兩所國中為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
黃旭麒（2016）。探討國中生海洋科普漫畫偏好與閱讀漫畫動機及影響（未出版之碩士論文）。國立臺灣師範大學，臺北市
黃國勝（2017）。科學文本閱讀融入天文教學以提升國小高年級學生天文學習成效之研究—以月亮單元為例（未出版之碩士論文）。國立高雄師範大學，高雄市。
程峻（2007）。品德教育融入體育教學之實例分享。中等教育，58（5），140-151。
蔡孟妤（2022年2月15日）。中山大學科普漫畫介紹病毒氣膠 譯成20種語言流通。中央通訊社。取自https://www.cna.com.tw/news/ahel/202202150134. aspx
蔡逸芬、陳品華（2015）。國小高年級學童課外閱讀自我決定動機之研究。教育心理學報，46（3），425-448。
劉若庭（2015）。鼓勵不喜歡閱讀的孩子，除了給獎勵，還能怎麼做？秒懂心理學。http://epbulletin.epc.ntnu.edu.tw/ read/detail.asp?id=1097
劉瑤君（2011）。敖幼祥《烏龍院》系列漫畫之研究－以社會批判為中心（未出版之碩士論文）。國立臺灣師範大學，臺北市。
劉維瑛（2019年10月15日）。百年來，以嘻笑嘲諷為臺灣歷史留下見證的「政治漫畫」。自由評論網。https://talk.ltn.com.tw/article/breakingnews/2946868
蕭君暉（2023年1月4日）。看漫畫學量子 鴻海催生首本量子科普劇情漫畫書。經濟日報。https://money.udn.com/money/story/5612/6886258?from=edn_ related_storybottom
謬印堂（2016）。談科學漫畫的發展與傳播。科普研究。11(5)5-9。
簡全宏（2016）。娛樂型科學漫畫在科學教育上的可行性初探--以「農大菌物語」為例（未出版之碩士論文）。國立東華大學，臺東縣。

二、英文文獻
Alemany-Pagès, Mireia. Azul, Anabela Marisa. Ramalho-Santos, João (2022).The use of comics to promote health awareness: A template using nonalcoholic fatty liver disease. European Journal of Clinical Investigation, 52(3),1-12.
Appelbaum, Peter. Clark, Stella (2001). Science! Fun? A critical analysis of design/ content/evaluation. Journal of Curriculum Studies, 33(5), 583-600.
Astor, Dave (2000). `Free press' pays polling firm to do comic study -- and is glad it did. Editor& Publisher, 133(6), 30.
Astor, David (2006).A look at the state of comics as they enter their second century. Editor & Publisher, 128(19), 39.
Auld E, Morris P (2019). Science by streetlight and the OECD’s measure of global competence: a new yardstick for internationalisation? Policy Futures in Education, 17(6), 677–698.
Babaii, Esmat. Atai, Mahmood Reza. Saidi, Mavadat (2017). Are Scientists Objective? An Investigation of Appraisal Resources in English Popular Science Articles. Iranian Journal of Language TeachingResearch, 5(1), 1-19.
Baumeister, R. F..Leary, M. R. (1995). Theneedto belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
Bhattacherjee, Anol (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351-370.
Blackbeard, Bill (1995), R. F. Outcault’s The Yellow Kid: A Centennial Celebration of the Kid Who Started the Comic, Northampton, MA: Kitchen Sink Press.
Borowiec, Brittney G(2023).Ten simple rules for scientists engaging in science communication. PLoS Computational Biology, 19(7), 1-8.
Burak, Lydia (2004).Examining and Predicting College Students'ReadingIntentions and Behaviors: An Application of the Theory of Reasoned Action. Reading Horizons, 45(2),139-153.
Burns, Maureen(2014).A Brief Historyof Science Communicationin Australia. Media International Australia (8/1/07-current), 150, 72-76.
Cai, Jie. Zhao, Yaping. Sun, Jinhai (2022). Factors Influencing Fitness App Users' Behavior in China. International Journal of Human-Computer Interaction, 38(1),53-63.
Celentano, Isabelle. Winer, Rachel L..Jang, Sou Hyun. Ibrahim, Anisa. Mohamed, Farah Bille. Lin, John. Amsalu, Fanaye. Ali, Ahmed A. Taylor, Victoria M.. Ko, Linda K.(2021). Development of a theory-based HPV vaccine promotion comic book for East African adolescents in the US. BMC Public Health, 21 (1),137-149.
Chopdar, Prasanta Kr. Sivakumar, V. J.(2019).Understanding continuance usage of mobile shopping applications in India: the role of espoused cultural values and perceived risk. Behaviour& Information Technology, 38(1), 42-64.
Crego, E. T., Jr., Schiffrin, P. D.(1995).Customer-Centered Reengineering: Remapping for Total Customer Value, Irwin, Burr Ridge.
Crutzen, Rik. Ruiter, Robert A.C..de Vries, Nanne K. (2014).Can interest and enjoyment help to increase use of Internet-delivered interventions? Psychology & health, 29 (11), 1227-1244
Dabholkar, Pratibha A. Shepherd, C. David. Thorpe, Dayle I(2000). Journal of Retailing, 76(2).
Davis, F.D, Bagozzi, R. P., & Warahaw, P. R(1989). Extrinsic and instrinsic motivation to use computers in the workplace, Jurnal of Applied Social Psychology, 22(14),1111-1132
Davis, Fred D. Bagozzi, Richard P. & Warshaw, Paul R. (1992). Extrinsic and Intrinsic motivation to use computers in the workplace, Journal of Applied Social Psychology, 22(14), 1111-1132
Deci, E. L., & Ryan, R.M (2000). The “ what” and “why” goal pursuits: Human needs and self-determination of behavior. Psyghological Inquiry, 11(4), 267-268.
Deci, E.L. & Ryan, R.M. (2008).Self‐determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182-185.https://0-doi-org.opac.lib.ntnu.edu.tw/10.1037 /a0012801.
Detti, E.(1984). Il fumetto tracultura e scuola [Comics between culture and schooling]. Firenze: La Nuova Italia.
De Naeghel, Jessie. Van Keer, Hilde. Vansteenkiste,Maarten. Rosseel, Yves(2012). Journal of Educational Psychology,104(4),1006-1021.
Diamond, Judy. Jee, Benjamin. Matuk, Camillia. Mcquillan, Julia. Spiegel, Amy N. Uttal, David (2015). Museum Monsters and Victorious Viruses: Improving Public Understanding of Emerging Biomedical Research.. The Museum Journal, 58(3), 299-311
Evans, P. (2015). Self-Determination Theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65–83.
Farinella, Matteo (2018).Science Comics’ Super Powers.American Scientist,00030996, Jul/Aug.
Green, Melanie C. Clark, Jenna L. (2013). Transportation into narrative worlds: implications for entertainment media influences on tobacco use. Society for the study of Addiction, 108(3), 477-484.
Hall, Emily Marie Anderson (2019). Kim Sŏnghwan's 'Mr. Kobu": Editorial Cartoons as Genre Weapons in South Korean Search forDemocracy,1945-1972. Seattle, America: University of Washington Libraries.
Harbaugh, B. (2008). How comics can save us from scientific ignorance. Wired Magazine, 16 (12).http://www.wired.com/culture/education/magazine/ 16-12/pl. print
Hidi,Suzanne.Renninger,K.Ann(2006).The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111-127
Intemann, Kristen (2023). Science communication and public trust in science. Interdisciplinary Science Reviews, 48(2), 350-365.
Kompella, Pallavi. Gracia, Brant.LeBlanc, Lucy.Engelman, Shelly. Kulkarni, Chinmayee. Desai, Niral. June, Viviana. March , Stephen. Pattengale, Sarah. Rodriguez-Rivera, Gabriel. Ryu, Seung Woo. Strohkendl, Isabel. Mandke, Pooja. Clark, Greg (2020). Interactive youth science workshops benefit student participants and graduate student mentors. PLoS Biology, 18 (3), 1-10.
Larkin, Jill H. Simon, Herbert A (1987).Why a diagram (sometimes) worth ten thousand words. Cognitive Science. Cognitive Science, 11(1), 65-100.
Leung, May May. Tripicchio, Gina. Agaronov, Alen. Hou, Ningqi (2014). Manga Comic Influences Snack Selection in Black and Hispanic New York City Youth. Journal of Nutrition Education & Behavior, 46(2),142-147
Liaw, S.S.(2008).Investigating Students' Perceived Satisfaction, Behavioral Intention, and Effectiveness of E-Learning: A Case Study of The Blackboard System. Computers & Education, 51(2), 864-873.
Lin, C.S..Wu,S..Tsai, R.J.(2005).Integrating perceived playfulness into expectation-confirmation model for Web portal context. Information &Management, 42 (5), 683– 693.
Lin, Shu-Fen. Lin, Huann-shyang. Lee, Ling.Yore, Larry D (2015). Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology. International Journal of Science Education, Part B: Communication and Public Engagement, 5(3), 276-294.
Lindesay,Vane(2007).TheRise and Demise of the Australian Comic Strip. International Journal of Comic Art, 9(1), 380-410.
Liu, Haixia. Wang, Lina. Koehler, Matthew J.(2019). Exploring the Intention-Behavior Gap in the Technology Acceptance Model: A Mixed-Methods Study in the Context of Foreign-Language Teaching in China. British Journal of Educational Technology, 50 (5), 2536-2556.
Lyness, J., Lurie, S., Ward, D., Mooney, C., & Lambert, D. (2013). Engaging students and faculty: Implications of self‐determination theory for teachers and leaders in academic medicine. BMC Medical Education, 13(1), 151–157.
McDermott, Jason E. Partridge, Matthew. Bromberg, Yana (2018). Ten simple rules for drawing scientific comics. PLoS Computational Biology, 14 (1), 1-10.
McGurk, Caitlin (2016).Communicating the Value of Cartoon Art Across University Classrooms: Experiences From the Ohio State University Billy Ireland Cartoon Library and Museum. New Review of Academic Librarianship, 22.
Meier, John J. (2012). Science graphic novels for academic libraries Collections and collaborations. College & Research Libraries News.
Mouly, Françoise (2017). What's So Funny About Comics? Horn Book Magazine,93 (3),16-21.
Murcia, Karen (2005). Science in the newspaper: a strategy for developing scientific literacy. Teaching Science: The Journal of the Australian Science Teachers Association,51(1),40-42.
Nagata, R. (1999). Learning biochemistry through manga—helping students learn and remember, and making lectures more exciting. Biochemical Education, 27(4), 200–203.
Nigro, Rogério G (2022).Textbook and popular science text reading: boys' and girls' comprehension and assimilation of academic language. International Journal of Science Education,44(11) 1792-1815, 24.
Oliver, R. L. (1977). Effect of expectation and disconfirmation on postexposure product evaluations: An alternative interpretation. Journal of Applied Psychology, 62(4), 480–486.
Oliver, R. L.(1980). A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions. .Journal of Marketing Research,17(4), 460–469.
ÖZDEMİR, Ertuğrul (2017). Humor in Elementary Science: Development and Evaluation of Comic Strips about Sound. International Electronic Journal of Elementary Education, 9(4), 837-850.
Rein, Ben (2023). Making Science Education More Accessible: A Case Study of TikTok's Utility as a Science Communication Tool. Neuroscience, 530, 192-200.
Roswati, Nelah. Rustaman, Nuryani Y. Nugraha, Ikmanda (2019). The Development of Science Comic in Human Digestive System Topic for Junior High School Students. Journal of Science Learning, 3(1), 12-18.
Ryan, RM. Deci, EL9 (2000). Intrinsic and Extrinsic Motivations: Classic Definitions Definitions and New Directions. Contemporary educational psychology, 25(1), 54-67.
Sanguinetti, Rachael (2024). Applications of Self-Determination Theory in the General Music Classroom. In Journal of General MusicEducatio, 37(2), 11-15.
Schuldiner, Michael. Rosaler, Ruth (2018). Film, Photographs and Saccades: Richard Outcault’s Experiments with the Comic Strip Gutter in the Yellow Kid. Studies in Comics, 9(1), 33-57.
Shiau, Wen-Lung. Luo, Margaret Meiling (2013).Continuance intention of blog users: the impact of perceived enjoyment, habit, user involvement and blogging time. Behaviour & Information, 32(6), 570-583.
Spiegel, Amy N. McQuillan, Julia. Halpin, Peter. Matuk, amillia. Diamond, Judy (2013). Engaging Teenagers with Science through Comics. Research in Science Education, 43(6), 2309-2326.
Standage,Martyn. Duda,Joan L.. Ntoumanis,Nikos (2005). A Testof Self-Determination Theory in School Physical Education. British Journal of Educational Psychology, 75(3), 411-433.
Stone, Robert W..Baker-Eveleth, Lori (2013). Students’ expectation, confirmation, and continuance intention to use electronic textbooks. Computers in Human Behavior, 29(3), 984-990.
Tam, Nguyen. Van.Watanabe, Tsunemi & Hai, Nguyen Luong(2022). Importance of Autonomous Motivation in Construction Labor Productivity Improvement in Vietnam: A Self-Determination Theory Perspective. Buildings (2075-5309), 12(6), 763-763.
Tatalovic, Mico (2009). Science comics as tools for science education and communication: a brief, exploratory study. Jcom, 8 (04), 1-17.
Tegmark, Mats. Alatalo, Tarja. Vinterek, Monika. Winberg, Mikael (2022). What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school. Journal of Research in Reading, 45(1).
Tornoe. Rob (2023). Cartoonists; Newspaper publishing; Webcomics; Readership; Comic books, strips, etc. Editor& Publisher,156 (10), 34-37.
Tse, David K..Wilton, Peter C. (1988). Models of Consumer Satisfaction Formation: An Extension. Journal of Marketing Research, 25 (2), https://doi.org/10.1177/ 002224378802500209
Wang, Zhanyou. Han, Dongmei.& Zhao, Yaopei (2020). How to improve users' intentions to continued usage of shared bicycles: A mixed method approach. PLoS ONE, 15(2),1-16.
West, M. Rice, S. Vella-Brodrick, D. (2023). Adolescent social media use: cultivating and constraining competence. International Journal of Qualitative Studies on Health and Well-being, 18(1).
Wu, Anise M. S. Lei, Lamis L. M. Ku, Lisbeth (2013). Psychological needs, purpose in life, and problem video game playing among Chinese young adults. International Journal of Psychology, 48(4), 583-590.
Wu, Truong, Lu, Tseng & Chang (2019). Science-Edu-Communication: TrendsReveal in 20 Years of Science Communication Research. Journal of Baltic Science Education.18(5).793-805.
Yan, Haoqun. Zhang, Hongfeng. Su, Shaodan. Lam, Johnny F. I..Wei, Xiaoyu (2022). Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model. Applied Sciences, 12(24) , 12966.
Yan, Jianhua. Ren, Haiwei. Wang, Congshuai. Zhou ,Ke. Hamilton, Xiaofen D (2024). The Impact of Exercise Cognition on Exercise Behaviors: The Mediating Role of the Satisfaction of Basic Psychological Needs in Exercise for Adolescents. Behavioral Sciences, 14(7), 574.
Yang, Yi; Liu, Ru-De; Ding, Yi; Yang, Xiantong; Ding, Zien; Wang, Jia (2023). How family supports children's reading-related emotions and reading intention: a comparative study of rural, suburban, and urban areas. Motivation & Emotion, 47(4), 595-607.
Yen, Yu-Ren. Tsai, Bor-Yuan (2011). Exploring the influential factors toward the continuation intention of on-Line books purchase. International Journal of Organizational Innovation, 3(4), 140-157.
Yi, Y. (1990). A Critical Review of Consumer Satisfaction. In V. A. Zeithaml (Ed.), Review of Marketing, 68-123. Chicago, IL: American Marketing Association.
Zanettin, Federico (2018).Translation, Censorship and the Development of European Comics Cultures. Perspectives: Studies in Translation Theory and Practice, 26(6), 868-884.