本研究旨在探討國中學生使用線上微課程平台之情形，以瞭解影響學生使用線上微課程影片之關鍵因素，並探討其觀看微課程影片之情形與影片內容特性、學習動機、學習成效之間的關係。本研究以兩所國中、 175位八年級學生為對象，搭配學校理化課程之有機化合物單元進行探討。 本研究透過開放性問卷，詢問學生使用線上微 課程平台進行學習之情形，並請其說明是否觀看微課程影片之原因及其對微課程影片內容之評價；此外，本研究也使用科學學習動機問卷及有機化合物單元成就測驗，來分別評測學生的科學學習動機和學習成效。 在研究結果方面，首先，藉由質性的內容分析，本研究發現線上微課程影片在學習上所提供的非正規性、便利性、自主性、可重複性、多媒體特性，乃學生願意主動觀看的關鍵。而微課程影片的內容能與課程主題密切扣合、圖文搭配得宜且說明扼要清楚者，會讓學生投入較多的時間觀看。 其次 藉由一系列的t檢定，本研究發現學生觀看微課程影片的意願，和其學習動機之「主動學習策略」、「學習環境誘因」、「科學學習價值」、「成就目標」四個層面有顯著的關係而在觀看微課程影片的數量方面， 本研究亦發現 觀看微課程影片之數量較多者，在學習動機的「主動學習策略」、「成就目標」層面顯著高於從未觀看微課程影片的學生。最後，本研究藉由階層式回歸分析，發現學生觀看線上微課程影片的數量，可以顯著預測其學習的成效，即觀看越多之微課程影片者，其後測的成績越高。

The purposes of this study were to investigate students’ usage of online micro courses and to examine its relations to their learning motivation and learning outcomes. A naturalist research approach was adopted in this study to explore the participants’ usage of online micro courses. The participants were 175 eight graders who were learning organic chemistry in their science class at school during the period of this study. At the beginning of this study, the participants first filled out a questionnaire, Students’ Motivation toward Science Learning (SMTSL), which was designed to measure their motivation for science learning. Then, they were introduced to an online micro course platform and were informed that the online micro courses could serve as supplementary materials for learning organic chemistry as well as other science domains. In particular, the participants were also informed that they could autonomously decide whether to watch the micro courses or not. After two weeks, the participants were requested to fill out both an open ended survey that was designed to investigate their usage of the online micro courses and a post test that was developed to examine their understanding of organic chemistry. A series of qualitative content analyses were conducted to find out the reasons whether the participants watched the online micro courses or not. For example, the participants might be willing to watch the online micro courses because of the usefulness of the contents and their preference for multimedia learning. In contrast, the participants might be reluctant to watch the micro course because of the following five issues: time constraint, cognitive disengagement, physical fatigue, technological inefficiency, and low quality. Also, the participants’ willingness to watch the online micro course significantly correlated to their science learning motivation in terms of active learning strategy, learning environment stimulation, science learning value and achievement goals. Moreover, the participants who watched more micro course videos had significantly higher scores in two subscales of SMTSL, active learning strategy and achievement goals, than those who had never watched any online micro course. Finally, the results of hierarchical regression analysis indicate that the number of online micro course videos watched by the participants could serve as a significant predictor of their post test scores; the more micro course that the participants watched, the higher their post test scores.

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