電腦模擬學習已成為電腦輔助教學中逐漸廣泛被應用的模式，近年來許多領域以視覺化模擬做研究，發現視覺化模擬必須加強與學習者互動，增加讓學習者操作的機會，能夠促進學習效果。本研究以科技系大二學生兩個班級共49位學生為實驗對像，進行三週實驗。主要目的為(1) 探討學習者在使用只有視覺化模擬軟體與使用視覺化加上操作功能的模擬軟體，當作課後複習工具之後，其學習成效上的差異。(2) 透過歷程分析，探討個別學習者其不同的學習模式與其學習成效的關聯性。(3) 探討學習者在使用模擬軟體後，對電子學視覺化與操作之模擬軟體之態度。
研究結果發現，視覺化加上模擬操作功能的學習活動，其成效大於僅用視覺化功能之學習活動；單用視覺化功能幫助學習，無法提升學習者之學習成效，使用視覺化加上模擬操作功能的方式學習，則能夠提升學習者之學習成效。歷程分析結果發現，以探索式自行調整操作的學習模式，以及經過操作後再重複進行概念釐清學習，可能讓學習者增加學習成效果。學習者對於以「視覺化概念釐清加上引導式模擬操作」功能的教學活動方式與軟體本身大多數持正向肯定之態度。

Computer-based simulation learning has already become the way in which computer assisted instruction is used extensively, the researches of computer visualization and simulation learning contain a lot of fields in recent years. The studies proposed that visualized simulation should enhance the interaction in learning, and increase the opportunities of manipulation. This paper presents a approach for learning electronics, the research purposes are (1) to investigate the effect of simulation with visualization and manipulation on electronics learning. (2) to investigate the relation between individual learner’s learning style and the learning effect through analyzing the learning process. (3) to investigate learner’s attitude about the simulation software. The target audiences of this research are 49 sophomore students in department of industrial technology education.
The results showed that the effect of simulation with visualization and manipulation is better than simulation with only visualization. Simulatiom with only visualization cannot promote learning effect, however simulation with visualization and manipulaton can promote learning effect. The analysis of learning process showed that the exploring learning style may rise learning effect. The results also show that learners have positive attitude toward the simulation software.

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