數位化趨勢的浪潮下，帶動學習方法與工具的改變，使得線上學習的開發應用越趨多元，提升了教育學習的層面。本研究將以線上學習影音串流應用程式之播放選單介面為發展，經由前導實驗及驗證實驗之受測者操作行為之績效、因果，探究線上學習影音串流應用程式課程播放選單的介面設計原則。
本研究共分二階段實驗：(1)前導實驗：針對台灣市面上現有線上學習影音串流應用程式調查，擇定三款具代表性之樣本為前導實驗樣本，測試其操作使用性，藉由實驗結果分析操作績效、了解操作功能與介面呈現型式，並透過觀察、半結構式訪談、問卷調查提出目前線上學習影音串流應用程式介面設計與操作之問題與建議。(2)驗證實驗：依文獻探討及前導實驗之依據，驗證實驗採2(底部導覽列)x3(課程播放型式)雙因子實驗方式進行，進行介面設計模擬實驗，針對任務操作績效、系統使用性尺度量表(SUS)、使用者互動滿意度問卷(QUIS)之結果分析探討，最終提出結論與建議。
研究結果顯示：(1)有無底部導覽列於線上學習串流播放介面無明確影響。(2)整體課程播放介面設計「條列式」介面型式操作性最高，針對線上學習影音串流應用程式播放介面具有良好使用性。(3)大面積預覽圖示及預覽與條列並置介面型式於線上學習影音串流應用程式播放介面操作使用性不佳。(4)操作基本播放功能於不同播放介面型式無顯著差異影響。(5)原型設計製作之介面型式量表評分結果使用性評價皆為滿意。

The trend of digitalization has led to changes in learning methods and tools, making the development and the application of e-learning application streaming platforms and users more diversified, which enhances educational learning levels. This study investigated the principles of interface design and user experience of e-learning streaming applications according to the performance and cause-and-effects of the participants’ operational behaviors through relevant literature, leading experiments, and validation experiments.
This study consists of two-stage experiments: (1) Pilot experiment: The study selected three representative platforms as the experimental pilot samples to help investigate existing e-learning streaming platform applications in Taiwan, testing their operational usability, analyzing their operational performance, while understanding their operational functions and interface presentations through the experimental results. Meanwhile, it also proposed interface designs, operational problems, and suggestions for the current e-learning streaming platforms through observations, semi-structured interviews, and questionnaire surveys. (2) Validation experiment: According to the basis of the literature exploration and the pilot experiment, the validation experiment adopted a two-factor experiment of 2 (presence or absence of bottom navigation) x 3 (course playback interface format) and carried out the interface design simulation experiment. The results of the task operational performance, the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) are analyzed and discussed. Finally, conclusions and suggestions were offered.
The results showed that: (1) The presence or absence of bottom navigation had no exact impact on the e-learning streaming interface. (2) The overall course playback interface design had the highest operability in the columnar interface form; it had a good conceptual model for stream learning products and the highest user satisfaction. (3) Large preview icons and bar juxtaposition interface were not suitable for online learning playback interface. (4) Basic playback functions worked smoothly in different interface prototyping. (5) The SUS, QUIS score results generated from the interface prototype designs were passed.

中文部份
1. Norman, D. A. (2014)。設計的心理學：人性化的產品設計如何改變世界(陳宜秀譯)。遠流。(原著出版於2013年)
2. Preece, J., Rogers, Y., Sharp, H. (2009)。互動設計：跨越人-電腦互動 Interaction Design: Beyond Human- Computer Interaction (陳建雄譯)。全華。(原著出版於2002年)
3. 玉飼真一、村上竜介、佐藤哲、太田文明、常盤晋作(2018)。WEB設計職人必修：UX Design 初學者學習手冊(吳嘉芳譯)。旗標。(原著出版於2016年)
4. 吳欣潔(2014)。人因工程實驗與設計(第二版)。滄海。
5. 林文琦(2003)。教學網站專家評估系統之設計與建置。國立交通大學傳播研究所碩士論文。
6. 周成虎、許瑞益、黃俊榮(2003)。數位多媒體概論。正中書局。
7. 林佳蓉(2003)。網路新聞電子報之介面互動研究：由「網路自我效能」和使用者介面設計理論探究之。教學科技與媒體期刊，65，4-16。
8. 唐子晴(2019)。各方巨頭都到了，影音串流的戰國時代來臨。檢索日期：2021年2月6日，取自https://www.bnext.com.tw/article/53575/future-of-ott
9. 黃國禎、蘇俊銘、陳年興(2012)。數位學習導論與實務。博碩文化。
10. 鄒景平(2003)。數位學習概論。戴於資策會教育訓練處講師群，數位學習最佳指引(1-24頁)。資策會教育處。
11. 鄭瑞昌、賴煒曾、李家豪(2017)。淺談數位學習應用於成人教育的困境與因應之道。數位與開放學習期刊，7，94-107。
12. 蔡念中、王怡惠、曾筱媛、黃世蕙、周佳穎、梁曼嫻(2019)。數位經濟下我國影音OTT收視聽衡量機制於商業運作模式之初探。國家通訊傳播委員會委托財團法人台灣經濟研究院之研究報告(案號：NCCT107012)。國家通訊傳播委員會。
13. 龍斯雲(1997)。全球資訊網之人機介面設計─以勞保局網站系統為例。淡江大學資訊工程系碩士論文。
14. 顏春煌(2015)。數位學習─觀念、方法、實務、設計與實作(第三版)。碁峰資訊。
15. 顏崇凱(2015)。混成式學習教學實驗研究。臺灣教育評論月刊，4(7)，141-144。

 
英文部份
1. Apple Developer. (2021). Human Interface Guidelines. Retrieved September 21, 2021, from https://developer.apple.com/design/human-interface-guidelines/ios/overview/themes/
2. Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
3. Comscore. (2019). The State of OTT. Retrieved September 10, 2021, from https://www.comscore.com/Insights/Presentations-and-Whitepapers/2019/State-of-OTT
4. Docebo. (2018). "Docebo-eLearning-Trends-for-2018 Whitepaper,". Retrieved September 10, 2021, from https://www.docebo.com/resource/whitepaper-elearning-trends-2018/
5. Google Developer. (2021). Material Design. Retrieved September 21, 2021, from https://material.io/design
6. ISO9241-11. (1998). Guidance on usability. Retrieved September 21, 2021, from http://usability.ru/sources/iso9241-11.htm#3
7. Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33.
8. Rosenberg, M. J. (2001). e-Learning: Strategies for delivery knowledge in the digital age. New York, NY: MaGraw-Hill.
9. Saffer, D. (2010). Designing for interaction: Creating innovative applications and devices. San Francisco, CA: New Riders.
10. Shneiderman, B. & Plaisant, C. (2010). Designing the user interface: Strategies for effective human-computer interaction. Boston, MA: Addison-Wesley.