網路蓬勃發展與疫情的衝擊帶來線上教學的興起，而全球有超過15億學生因新冠肺炎疫情危機被迫隔離於家中進行線上學習，對於教學型態的改變，YouTube儼然已經成為新一代教育平台。台灣使用者中有高達64%透過影音學習新知，2020至2021年觀看知識教學型影片的時間更是成長51.8%，使用者針對知識教學型YouTuber黏著度也增加35%，顯示透過了解知識教學型YouTuber的關鍵影響因素可做為未來教育學習的一大參考。因此，本研究從相關學術文獻與因素分析結果得到知識教學型YouTuber特色的關鍵影響因素並加以驗證。
本研究針對大學生進行資訊概論課程，在執行課程的前後進行學習測試並得出成績。課程實施後對學生進行問卷調查，總共收集324份有效問卷之數據用於分析，本研究根據文獻歸納之10大知識教學型網紅特色為構面，研究對學生學習意願與學習成效之影響：認同感與歸屬感、課程討論區鼓勵互動、學習時間彈性度、口碑評論、務實經驗與實例、內容形式幽默、媒體教材豐富、情境模擬教學程度、講師個人魅力、學生共鳴感。本研究以敘述統計、信度分析、T檢定、迴歸分析做為工具。研究結果顯示，經過迴歸分析得到認同感與歸屬感、課程討論區鼓勵互動、學習時間彈性度、口碑評論、務實經驗與實例、內容形式幽默、媒體教材豐富、情境模擬教學程度、學生共鳴感對學習意願具正向影響，為線上遠距教學未來提供建議。

The rapid development of the internet and the impact of the pandemic have led to the rise of online education. More than 1.5 billion students worldwide have been forced to isolate at home and engage in online learning due to the COVID-19 crisis. This has brought about a significant shift in the teaching landscape, with YouTube emerging as the new-generation education platform. In Taiwan, a staggering 64% of users acquire new knowledge through video-based learning, and the time spent watching educational videos increased by 51.8% from 2020 to 2021. User engagement with knowledge-based YouTubers also increased by 35%, indicating that understanding the key success factors of knowledge-based YouTubers can serve as a valuable reference for future educational learning. Therefore, this study aims to identify and validate the key success factors of knowledge-based YouTubers, drawing from relevant academic literature and factor analysis.
This research focuses on university students and their participation in an introductory information course. Learning assessments were conducted both before and after the course to measure their academic performance. Following the course implementation, a questionnaire survey was administered to collect data from 324 valid responses for analysis. This study explores the impact of ten characteristics commonly associated with knowledge-based internet celebrities on students' willingness to learn and their learning outcomes. These characteristics include a sense of identity and belonging, encouragement of interaction in course discussion forums, flexibility in learning schedules, word-of-mouth reviews, practical experiences and examples, humorous content, rich media materials, scenario-based design, the personal charm of the instructor, and student resonance. Descriptive statistics, reliability analysis, t-tests, and regression analysis were employed as research tools. The results of the study show that a sense of identity and belonging, encouragement of interaction in course discussion forums, flexibility in learning schedules, word-of-mouth reviews, practical experiences and examples, humorous content, rich media materials, scenario-based design, and student resonance all have a positive impact on students' willingness to learn, offering recommendations for the future of online distance education.

主目錄 iv
圖目錄 vii
表目錄 viii
第一章  緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究流程 5
第二章  文獻探討 8
第一節 線上遠距教學 8
第二節 知識教學型網紅YouTube頻道 11
第三節 遠距教學與知識型網紅式教學特色比較 16
第四節 認同感與歸屬感的意義 27
第五節 課程討論區鼓勵互動 28
第六節 學習時間彈性度 29
第七節 媒體教材豐富 30
第八節 口碑評論 30
第九節 務實經驗與實例的意義 32
第十節 教材內容趣味性 32
第十一節 講師個人魅力的意義 33
第十二節 情境模擬教學程度建立 34
第十三節 學生共鳴感 35
第十四節 學習意願 36
第十五節 學習成效 37
第三章  研究方法與研究設計 39
第一節 研究架構 39
第二節 研究假說 40
第三節 課程實施 43
第四節 研究對象與問卷設計 52
第五節 課程題目測驗展示 54
第六節 資料分析方法 57
第四章  研究結果與分析 60
第一節 問卷回收 60
第二節 敍述統計分析 60
第三節 信度分析 65
第四節 效度分析 66
第五節 迴歸分析 68
第六節 假說驗證 71
第七節 研究結果深度訪談 72
第五章  研究討論 77
第一節 各構面分析 77
第二節 整體分析 79
第六章  結論 82
第一節 研究結論 82
第二節 研究管理意涵 88
第三節 研究限制 90
第四節 未來研究建議 90
參考文獻 92
附 錄 100

圖目錄
圖 1-1美國使用者對YouTube的意圖 3
圖 1-2 研究流程圖 7
圖 2-1 數位學習範疇 8
圖 2-2 遠距教學系統模式 10
圖 3-1 本研究架構圖 39
圖 3-2 電獺少女YouTube頻道 45
圖 3-3 臺灣吧Taiwan bar YouTube頻道 46

表目錄
表2-1 遠距學習的學習型態 9
表2-2 知識教學型網紅YouTube頻道種類 14
表2-3 遠距教學與知識教學型YouTube網紅頻道相關學術研究 17
表2-4 遠距教學與知識型網紅YouTube影片之教學模式與教學者特質比較 20
表2-5 遠距教學與知識型網紅YouTube影片之學習者體驗觀點比較 22
表2 6 網紅YouTube影片吸引人要素統計表 24
表2-7 口碑評論定義 31
表 3-1 課程實施流程表 44
表 3-2 第一堂與第二堂課程內容大綱與教材影片展示 46
表 3-3 第三堂與第四堂課程內容大綱與教材影片展示 49
表 3-4 本研究問卷設計與參考來源 52
表 3-5 課程題目設計 54
表 3-6 鑑別度區間 56
表 3-7 前測之難易度與鑑別度 56
表 3-8 成對樣本T檢定分析表 57
表 4-1 性別統計分析表 60
表 4-2 觀看知識教學型網紅YouTube影片習慣統計分析表 61
表 4-3 觀看知識教學型網紅YouTube影片解決疑慮統計分析表 61
表 4-4 知識教學型網紅YouTuber喜好度統計分析表 61
表 4-5 持續訂閱追蹤統計分析表 62
表 4-6 一周內觀看知識教學型網紅YouTube影片頻率統計分析表 62
表 4-7 知識教學型網紅YouTube影片未來授課意願統計分析表 63
表 4-8 知識教學型網紅YouTube影片吸引力統計分析表 64

表 4-9 各構面之Cronbach’s α、組合信度(CR)與(AVE) 65
表 4-10 各構面之標準因素負荷量 66
表 4-11 各構面之間的相關係數矩陣(註：斜角為 AVE 平方根) 67
表 4-12 各構面對學習意願之迴歸分析 68
表 4-13各構面對學習成效之迴歸分析 69
表 4-14 學習意願對學習成效之迴歸分析 70
表 4-15 本研究之假設檢定結果表 71
表 4-16 研究結果深度追蹤與解決方法彙整 72

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