隨著科技的進步，電腦輔助教學也越來越多元化，不管是在學術研究上，或是實務的教學設計上，大多焦點都放於透過電腦輔助教學對學習成效的提昇，在學業成績表現上的結果，忽略學生課堂後的感受，因而在教學設計上，考量的因素都以學習成效做考量。因此，本研究透過快樂教學設計，營造快樂學習的氛圍，讓學生喜歡上課，並進而提升其持續學習的意圖。
以往探討持續使用，常以實用觀點的期望確認理論探討之，考慮確認、有用、與滿意對持續使用的影響，然而，忽略了心理層面影響持續使用的因素，因此本研究透過期望確認理論，在享樂觀點上加以快樂確認與快樂沉迷，探討快樂觀點影響持續使用的因素。
在快樂神迷方面，本研究透過滿足Maslow的需求階層理論整合神迷理論的定義，分類的快樂四感，分別是富足感、安全感、價值感以及寧靜感，做為快樂教材設計的基礎，透過快樂學習的經驗討論持續使用的意願。
本研究發展了一個研究模型，設計教學實驗環境，將參與本課程的有效樣本203份，做實證性分析。結果發現，享樂觀點與實用觀點對於持續使用皆是影響持續使用學習很重要的因素；教學設計上應用快樂四感理論設計教材，能營造使學生有快樂神迷的經驗，對持續學習也有正向的影響。

Since the science and technology development, Computer-assisted instruction (CAI) becomes more diverse. Academic research and practical instruction both focus on effectiveness as well as performance of learning through CAI. In instructional design, most researchers consider the factors that effectiveness of learning, but ignore the feelings of students. Therefore, this study designs to create a happy learning atmosphere for students, make them like school learning and improve the intention of continuously using CAI.
In the past, the Expectation Confirmation Theory (ECT) was mostly used in utilitarian perspectives, considers confirmation, usefulness, and satisfaction affect to continued use. However, they ignored the psychological impact of the continued use. In this paper, the authors propose that hedonic perspective is also an important determinant of continued used and develop happy flow and happy confirm.
Furthermore, our research classified Maslow's needs hierarchy theory as well as integrated the definition of flow theory to the theory of four senses of happiness as following: Sense of well-off、 Sense of security、Sense of personal value and Free of anxiety. The instructional design was follow the four factors. After a happy CAI learning experience, students’ intention to continuously using will increase.
The authors develop and test a model of consequences of utilitarian and hedonic perspectives in ECT. After an Experimental Design, Data were collected from 203 junior high school students. The result shows both utilitarian and hedonic perspectives positive direct effect on continuous intention. We also found that happy instructional designs that consider the theory of four senses of happiness is important to affect happy flow experience and positive influence on the continuous learning.

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