隨著科技進步和行動學習的普及，學習管理系統(LMS)已從傳統網頁版發展至行動版本。然而，許多行動版LMS仍沿用網頁版的設計思維，未能充分考慮行動裝置的特性和使用情境，影響了使用者體驗。本研究以台灣大專院校普遍使用的IclassAPP為研究個案，探討行動學習管理系統的介面使用性問題。
    研究招募八位來自不同學校、具備不同行動學習管理系統使用經驗的大學生和研究生作為受試者，透過使用性測試方法，評估IclassAPP的使用性並提出改善建議。測試結果顯示，IclassAPP在基本功能設計上表現良好，具有較高的任務完成率和較低的操作難度。然而，「查看學習進度」和「上傳文章在討論區」等特定功能存在明顯的使用性問題，包括操作時間過長和較高的主觀難度。
    使用滿意度調查發現，使用者對系統的小螢幕空間利用、導航一致性和功能簡化等方面給予正面評價，但對適性化學習路徑設計的滿意度較低。研究歸納出三個主要使用性問題：跨平台的一致性不足、部分設計缺乏直觀性，以及某些功能操作路徑過於單一。
    基於研究發現，本研究提出三項具體改進建議：1) 統一網頁版和應用版的介面設計，降低使用者記憶負荷；2) 提升介面直觀性，優化學習進度呈現方式並增強圖示辨識度；3) 改善功能操作路徑，增加快速存取選項，提高系統使用彈性。研究結果不僅為IclassAPP提供了實質改進方向，也為其他行動學習管理系統的介面設計提供了重要的參考依據。

With the advancement of technology and the prevalence of mobile learning, Learning Management Systems (LMS) have evolved from traditional web versions to mobile applications. However, many mobile LMS still adopt web-based design principles without fully considering the characteristics and usage contexts of mobile devices, which affects user experience. This study examines the interface usability of mobile learning management systems, using IclassAPP, a widely adopted LMS in Taiwan's higher education institutions, as a case study. The research recruited eight university and graduate students from different schools with varying levels of experience in mobile learning management systems as test subjects. Through usability testing methods, the study evaluated the usability of IclassAPP and proposed improvement suggestions. Test results showed that IclassAPP performed well in basic functional design, achieving high task completion rates and low operational difficulty. However, specific functions such as "checking learning progress" and "posting articles in discussion forums" revealed notable usability issues, including extended operation time and higher subjective difficulty. User satisfaction surveys indicated positive feedback regarding screen space utilization, navigation consistency, and function simplification. However, satisfaction with adaptive learning path design was relatively low. The research identified three main usability issues: lack of cross-platform consistency, insufficient intuitiveness in certain designs, and limited operational paths for some functions. Based on these findings, the study proposes three specific improvements: 1) unifying interface design across web and mobile versions to reduce users' memory load; 2) enhancing interface intuitiveness by optimizing learning progress presentation and improving icon recognition; 3) improving functional operation paths by adding quick access options to increase system flexibility. The research results not only provide substantial improvement directions for IclassAPP but also offer valuable reference for interface design of other mobile learning management systems.

目錄	
第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的與問題	4
第三節 名詞定義	4
第四節 研究限制	6
第二章 文獻探討	8
第一節 學習管理系統	8
第二節 行動學習	20
第三節 介面設計原則	29
第四節 使用性測試方法	44
第三章 研究方法	52
第一節 研究設計	52
第二節 研究流程	53
第三節 研究對象	57
第四節 研究工具	59
第五節 資料處理與分析	68
第四章 研究結果	70
第一節 使用性分析	70
第二節 滿意度分析	90
第三節 使用性改善分析	96
第五章 結論與建議	103
第一節 研究結論	103
第二節 研究建議	105
參考文獻	107
壹、 中文部分	107
貳、 英文部分	109
附錄	119

 
表目錄
表 2-1-1學者對行動學習之定義(研究者整理)	20
表 2-3-1網頁版與行動應用版的設計考量比較表	31
表 2-3-2行動應用程式三層設計指南(Ayob et al,.2009)	34
表 2-3-3行動學習應用程式用戶介面設計指南	36
表 2-3-4 網路教學平台使用效能評估總表(賴世偉，2010)	39
表 2-4-1 Neilsen九種使用性評估法分析表(研究者整理)	47
表 3-4-1 使用效能測試任務清單	60
表 4-1-1使用經驗較多組任務完成率	70
表 4-1-2 使用經驗較少組任務完成率	77
表 4-1-3 各項任務平均難易度分數(使用經驗較多組)	80
表 4-1-4 各項任務平均難易度分數(使用經驗較少組)	80
表 4-1-5 使用經驗較多組受試者任務操作時間(*為超過操作時間限制)	83
表 4-1-6 使用經驗較少組受試者任務操作時間(*為超過操作時間限制)	84
表 4-1-7 使用經驗較多組受試者任務操作錯誤率	86
表 4-1-8 使用經驗較少組受試者任務操作錯誤率	86
表 4-2-1 受試者滿意度平均數	90

圖目錄
圖 2-1-1上網率歷年趨勢(台灣網路報告，2022)	23
圖 2-1-2固網寬頻、行動寬頻和5G使用普及率趨勢(台灣網路報告，2022)	24
圖 2-1-3均一碎片化課程內容(均一教學平台)	26
圖 2-3-1三種介面設計指南的適用範圍比較圖	30
圖 3-1-1 研究設計圖	53
圖 3-2-1 研究流程圖	54
圖 3-4-1 Iclass APP主畫面	63
圖 3-4-2 Iclass APP課程章節畫面	64
圖 3-4-3 Iclass APP測驗畫面	65
圖 3-4-4 討論區畫面	66
圖 4-1-1待辦事項置於APP首頁	72
圖 4-1-2 APP中「我的」頁面並沒有顯示待辦事項	73
圖 4-1-3課程內討論區按鈕(方框)	74
圖 4-1-4課程內線上測驗按鈕(方框)	75
圖 4-1-5 Iclass APP學習進度呈現(白色方框)	76
圖 4-1-6 Iclass 網頁版學習進度呈現(方框)	77
圖 4-1-7 APP中課程內部頁面並沒有顯示待辦事項	79
圖 4-1-8 任務難易度分數平均值比較圖	81
圖 4-1-9 應用版的課程介面	82
圖 4-1-10網頁版的課程介面	83
圖 4-1-11 受試者平均操作時間比較圖	85
圖 4-1-12受試者錯誤率比較圖	87
圖 4-2-1 使用經驗較多組與較少組受試者滿意度比較圖	91
圖 4-2-2 IclassAPP首頁，設有導覽列(Navigation Bar)	92
圖 4-2-3 某大學應用版首頁，相較於IclassAPP，缺乏導覽列(Navigation Bar)整體介面也缺乏整理與編排	93
圖 4-2-4某大學應用版系統，因連結至外部網頁，導致亂了導航	94
圖 4-3-1 IclassAPP學習進度呈現修改前後比較圖	96
圖 4-3-2應用版課程介面與網頁版課程介面差異圖	97
圖 4-3-3應用版修改前後比較圖	98
圖 4-3-4修改建議圖(網頁版)	98
圖 4-3-5「線上測驗」按鈕設計修改建議圖	99
圖 4-3-6 IclassAPP文字說明學習進度呈現圖	100
圖 4-3-7 於個人區新增待辦事項按鈕	101

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