本研究旨在瞭解師生互動關係的概況、探討師生背景變項及學生人格特質與師生互動關係間的關係、以及師生互動關係及滿意度與學生偏差行為表現間的關係，乃以國中學生800人為研究對象，再採用人格特質量表、師生互動關係及滿意度量表及偏差行為量表等研究工具，獲取所需資料，再以描述統計、卡方考驗、多變量變異數分析、區別分析、皮爾森積差相關、單因子變異數分析、二因子變異數分析、scheffe’之事後考驗、多元逐步迴歸分析等統計方法進行分析。 本研究之主要發現如下： 1.當前國中師生互動關係偏向「影響力」較多，「接近性」中等的情形，若進一步分為四種類型來看，又以「低影響低接近型」及「高影響高接近型」的互動關係最多；「低影響高接近型」最少。 2.性別不同的學生與教師間的師生互動關係（影響力、接近性及類型），並無顯著差異存在。 3.教師對來自不同家庭社經地位學生的「影響力」及師生互動關係類型，並無顯著差異存在。然而，教師與來自高社經地位家庭的學生的「接近性」，較多於來自中社經地位家庭者。 4.性別不同的教師與學生間的師生互動關係（影響力、接近性及類型），並無顯著差異存在。 5.不同性別組合的師生，其間互動關係的「影響力」及師生互動關係類型，並無顯著差異存在。然而，男學生與男教師在互動時，其間的「接近性」，顯著高於男學生與女教師，且女學生與男教師在互動時，其間的「接近性」，顯著高於男學生與女教師者。 6.學生的五大人格特質與師生互動關係之「影響力」間存有顯著正相關的關係；學生的和善性、嚴謹自律性、外傾支配性及聰穎開放性，與師生互動關係之「接近性」間存有顯著正相關的關係；且以學生人格特質區別師生互動關係類型的正確率為42.5%。 7.當教師對學生之影響力或接近性越少時，學生會表現越多的偏差行為。且「低影響低接近型」的師生互動關係，學生的偏差行為表現顯著多於「高影響高接近型」的師生互動關係。 8.當教師對學生之影響力或接近性越多時，學生對師生互動關係越滿意。且「高影響高接近型」的師生互動關係，學生滿意度高於其他三種類型的互動關係；而「低影響低接近型」者，學生滿意度低於其他三種類型的互動關係。 9.師生互動關係與滿意度會交互影響學生偏差行為表現。 10.對整體學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在17.8%至18.0%之間。 11.對男學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在18.8%至19.6%之間。 12.對女學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在16.3%至17%之間。 最後，本研究根據研究結果進行討論，並對教師、學校及未來研究，提出具體建議，供後續實務工作及研究參考。 / The main purposes of this study were to investigate the styles of teacher-student interaction in junior high school and to explore the relationships among personalities of junior-high-school students, teacher-student interaction, students’ satisfaction and misbehaviors. The participants included 800 junior high school students in Taiwan. The employed instruments were Personality traits Inventory, Teacher-Student Interaction Inventory, and Activity Experiences Inventory. The applied analysis methods were Descriptive statistics, Chi-square test, MONOVA, Discriminant Analysis, Pearson Correlation, One-way ANOVA, Two-way ANOVA, Scheff’s Method and Multiple Regression. The main findings in this study were as following: 1.Teacher-student interaction in junior high school was high “Influence” and middle “Proximity”, and further, the most frequently styles of teacher-student interaction were “Low-influence Low-proximity”, and “High-influence High- proximity”; the least is “Low-influence High- proximity”. 2.For students, there were no significant gender differences on teacher-student interaction. 3.There were no significant SES differences on influence and styles of teacher-student interaction, however, SES had negative influences on proximity of teacher-student interaction. 4.For teachers, there were no significant gender differences on teacher-student interaction. 5.There were no significant gender differences on influence and styles of teacher-student interaction, however there were significant differences on proximity of teacher-student interaction, more specially, interaction of male students and male teachers had higher proximity than male students and female teachers, and interaction of female students and male teachers had higher proximity than male students and female teachers. 6.Personalities of students and influence of teacher-student interaction had significant positive correlations. Agreeableness, conscientiousness, extraversion and openness to experience of personalities of students and proximity of teacher-student interaction had significant positive correlations, and personalities of students can correctly discriminate 42.5% styles of teacher-student interaction. 7.Influence and proximity of teacher-student interaction had negative influences on students’ misbehaviors, in addition, the style of “Low-influence Low- proximity” leads to high students’ misbehaviors. 8.Influence and proximity of teacher-student interaction had positive influences on students’ satisfaction, and students mostly satisfy the style of “High-influence High- proximity”, and dissatisfy the style of “Low-influence Low- proximity. 9.Teacher-student interaction and students’ satisfaction effect reciprocally student’s misbehaviors. 10.For whole students, many different variables could effectively predict student’s misbehaviors about 17.8% to 18%. 11.For male students, many different variables could effectively predict student’s misbehaviors about 18.8% to 19.6%. 12.For female students, many different variables could effectively predict student’s misbehaviors about 16.3% to 17%. Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.

本研究係以問卷調查法探討台灣科技記者與公關服務業人員對線上溝通媒介之使用認知，以瞭解：科技記者與公關服務業人員對電子郵件、企業網站及即時通訊三種線上溝通媒介使用的認知差異，及對線上(online)與非線上(offline)兩類溝通媒介效果的看法。 網路的興起及新溝通媒介的出現，是否能推翻過去傳統的溝通方式？亦或是，人際之間的溝通效果會因此提升？ 本研究結果發現，網路上的新溝通媒介，仍然無法完全取代傳統面對面的溝通方式。非線上溝通媒介效果中，以「電話聯繫」、「專訪」及「記者會」三者的評分最高，線上溝通媒介效果中，以「電子郵件」、「線上新聞室」及「即時通訊」的評分最高。 儘管科技記者及公關人員皆是網路的高度使用者，每週使用網路約6天，每天平均使用網路約七小時左右，但是調查結果中，整體溝通效果仍然以非線上(傳統)的溝通媒介效果較佳。 此現象值得反思，首先，反應了科技記者與公關人員依舊習慣以傳統媒介為溝通工具，顯見媒體關係在網路的相關運作上仍有成長的空間；其次，新興科技為社會帶來變遷，在過去屢見不鮮，尤其在當前資訊社會裡，許多溝通方式早已擺脫傳統，改採數位化進行。新科技已融入了日常生活之中，但使用者最終還是會依照現實狀況及溝通目標，做出適當的選擇，而非單純地被科技所宰制。

網際網路的應用，逐漸開始改變人們生活的範圍以及習慣，透過網路滿足各項需求，在網路上可以看到相當多主題和性質不盡相同的線上虛擬社群，例如：提供人們交誼聯繫的社群、或是讓人們對共同的興趣討論和分享資訊的平台。其中，企業利用此平台讓品牌與社群使用者溝通並提供社群使用者在社群內瀏覽資訊和分享交流以及人際互動。目前在網路上常見的虛擬品牌社群主要可分為三類，「品牌官方網站討論區」、「第三方討論區」以及「臉書品牌粉絲專頁」，擁有一個良好的資訊交流、成員之間互動以及品牌形象的溝通對於三種社群而言都是相當重要，且是社群成員參與的主要動機。 為了探究不同類型的虛擬品牌社群會不會因為本來組成性質的差異，造成社群成員在參與這些不同社群與品牌互動時，發展成不同的社群模式，進而企業影響品牌行銷策略。本研究選擇在台灣使用過不同虛擬品牌社群的使用者作為研究對象，進行量化分析。「品牌官方網站討論區」是由官方所主導，品牌的力量最強，「第三方討論區」是讓對有共同興趣的成員交流討論的社群，而「臉書品牌粉絲專頁」因為其成員來自臉書其參與社群的目的是和朋友維持社交友誼。研究結果發現不同的虛擬品牌社群的功能特性對於成員在社群內交流互動的參與行為有不同的影響，因此企業在研擬網路社群行銷策略時，必須針對各自特性做出最合適的決策。

在資訊科技的蓬勃發展的現代世界，消費者不但握有比過去更多的資訊主導權，得以選擇性地接收的訊息，網路特有的即時回饋機制更提供了一個互動的管道，讓消費者與品牌站在一個更平等的立場溝通。而在強調互動特質之餘，說故事仍然是行銷人將品牌與消費者的生活經驗相互連結的利器。因此，如何成功地結合「互動」與「敘事」是廣告成功的關鍵，也是最大的挑戰。本研究選擇紐西蘭品牌Hell Pizza推出的「Deliver Me to Hell」系列廣告為個案，先採Roland Barthes敘事分析法，從廣告製作的角度出發，瞭解現今的互動敘事廣告之情節設計原理與符號運作過程。再以深度訪談法，從消費者的角度出發，瞭解現今的互動敘事廣告之訊息內容與表現方式如何影響消費者對於品牌的觀感。並根據分析與訪談結果，提供廣告從業人員使用互動敘事廣告進行行銷活動的參考依據。 分析結果顯示，「D1eliver Me to Hell」的符號運作原則是以殭屍冒險主題連結產品特色、品牌精神與流行殭屍文化，創造出一個符合品牌名稱「地獄」般的故事情境。而廣告中的血腥暴力氣氛、殭屍電影情節、黑色幽默對白、龐客音樂等符號聯合指涉的就是驚悚、前衛且富有叛逆性的品牌形象。另根據訪談結果的統整，品牌使用互動敘事廣告進行行銷活動時，訊息內容必須彰顯強烈的主題性與故事性，並且輔以適當的感官刺激；情節安排必須簡單明瞭，但富有創意或與眾不同，最好能以節奏暢快的遊戲方式行進。實務人員製作廣告之前應該先瞭解品牌的調性與消費者的偏好，如此一來，互動敘事廣告方能達成增進品牌知名度、記憶度與認同感的說服效果，間接提昇消費意願。 / In today’s advertising industry, the degree of interactivity and storytelling skills in commercials are keys to success. On one hand, interactivity enables the two-way communication between consumers and brands. Through online interaction, consumers have more resources of information in hand and they are able to choose ones that fit their needs. On the other, storytelling helps advertisements arouse consumers’ responses to the brands. It is the most effective way to connect brands with consumers’ life experiences by creating scenario in advertisements. Therefore, the biggest challenge for practitioners is to combine interactivity with advertising narrative. The New Zealand Hell Pizza’s online advertisement “Deliver Me to Hell” is selected for this case study of interactive advertising narratives. The first part of the study applies Roland Barthes’s narrative theory to analyze the semiotic principles in the interactive advertising narrative from practitioners’ perspective. The second part conducts in-depth interviews to observe how the content and form of the interactive advertising narratives influence the brand attitude of consumers. According to the content analysis, “Deliver Me to Hell” uses zombie to connect product features and the brand spirits. Bloody and violent scenes, zombie movie plot, black humor conversations and punk music used in the advertisement refer to a horror, rebellious and avant-garde image that suited the brand’s name “Hell.” The result of in-depth interview indicates that the successful interactive advertising narratives must have an obvious theme delivered by storytelling with proper sensory stimulations. The story plots need to be well-constructed, simple but creative. Moreover, adver-game with smooth storylines is the ideal form of interactive advertising narratives. It is necessary for practitioners to understand the tone and style of brands and consumers’ preferences, in order to design interactive advertising narratives that contributed to degree of brand prominence, consumer’s awareness and buying intention.

隨著科技的快速變化，企業為了生存，除了產品，也應在服務上進行革命。服務創新成為每個企業都希望擁有的能力，然而，想像和現實是有差距的，大多數的企業因為環境因素而缺乏資源，但仍不得不去進行服務創新，這樣強求的結果通常是失敗的。本研究欲開發一個互動的雛型工具，提前建立服務創新雛形，幫助企業避免投資風險。但由於服務是無形的，所以這項工具想利用故事的方式闡述服務。對於企業需要的獨特的服務或產品，我們利用服務意象的主要概念，在故事中進行表達。在這項研究中，意象代表的是企業對其服務或產品的態度，目的是，企業可以測試自己的意象，並通過互動式雛型建置的過程中，令企業獲得新的服務創新靈感。 / Along the fast changes in technology, business should revolute not only products but also services to survive. Service innovation becomes a popular competence that every business wants to have. However, there are the gap between intentions and results. Most of business are lack of resources but forced to do service innovation because of environment factors. The result usually is a failure. This research wants to develop an interactive prototyping tool to help business avoid the risk of investing on innovation by creating their service prototypes in advance. A service is always intangible and this prototyping tool would elaborate the prototype contents in a storytelling way. For business needing unique services or products, we adopt service image as the main concept in constructing the story prototype. In this research, an image represents the attitude of business toward its services or products. The goal of this research is that business can test its image and get new inspiration through the interactive prototyping process.

本研究旨在分析不同背景變項之學前幼兒，其父母教養態度、親子互動與幼兒情緒能力的差異情形；另外亦試圖瞭解學前幼兒父母之教養態度、親子互動對幼兒情緒能力的預測力。 本研究採用問卷調查法，研究工具包含「父母教養態度量表」、「親子互動量表」，以及「幼兒情緒能力發展量表」。研究對象採用分層隨機抽樣方式，於台北市12個行政區進行抽樣，最終取得公、私立幼稚園217位4-6歲之學前幼兒其父母填答的問卷；所得問卷以敘述性統計、單因子變異數分析、階層迴歸分析等統計方法進行資料分析主要研究結果及發現總結如下： 一、幼兒整體情緒能力為中上程度，以「情緒察覺與辨識」之能力表現最好，「情緒理解」與「情緒表達」均較「情緒調節」佳。 二、父母在教養態度四個類型中以「專制威權型」最多，「忽視冷漠型」最少。 三、父母與幼兒的親子互動關係偏向「情感性」，有良好的互動情形。 四、不同職業的母親，在教養態度的「專制權威」、「忽視冷漠」兩個層面有顯著差異。母親的職業為家管較傾向「專制權威型」；職業是服務業的母親傾向「忽視冷漠型」。 五、不同「家庭每月總收入」之家庭，在整體教養態度及「開明權威」層面達顯著差異；每月總收入愈高之父母，愈能採取「開明權威」之教養態度。 六、「5~6歲」幼兒「情緒調節」能力優於「4~5歲」，女童在情緒能力整體、「情緒察覺與辨識」、「情緒的調節」層面顯著優於男童。 七、「父母教養態度」、「親子互動」對幼兒的情緒能力有顯著預測力。父母教養態度中之「開明權威」型和親子互動之「情感性」層面能顯著預測幼兒情緒能力中之「察覺與辨識」、「情緒表達」與「情緒調節」，且皆為正向影響。「忽視冷漠型」之父母教養態度對情緒能力中的「情緒理解」能力有顯著預測力，且是負面影響。 最後，本研究根據分析結果，提供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purposes of this research were to analyze the data of the "Parents’ Rearing Attitudes", "Parent-Child Interaction", " Children’s Emotional Competence" between different backgrounds; explore the predictive power of the Parents’ Rearing Attitudes, Parent-Child Interaction on Children’s Emotional Competence. To accomplish these purposes, the methods adopted were using a questionnaire to collect data. Three scales were used to measure the following constructs: "Parents’ Rearing Attitudes Scale", "Parent-Child Interaction Scale" and "Children’s Emotional Development Scale". The samples in this survey consisted of 217 kindergarten children with the age from 4 to 6 years old and their parents’ from public and private schools in Taipei. The data was analyzed by "Mean”, "Standard Deviation", "One-Way ANOVA" and "Multiple Regression Analysis". The main results are as follows: 1. The overall emotional competence performance of the children are at the middle-up level, the “Emotional Awareness and Recognition" level have the best performance, better than '' Emotional Understanding" and "Emotional Expression", " Emotional Regulation " has the lowest performance level. 2. Of the four types of Parents’ Rearing Attitudes, the most adopted is the "authoritarian" type, the least adopted is the "neglectful" type. 3. There are good interaction between parents and child, and the interactions tend to be "emotional". 4. There are significant differences in the Parents’ Rearing Attitude type ("authoritarian" or "neglectful") when the mother has different occupation. Housewives tend to have a more "authoritarian" Parents’ Rearing Attitude, while mothers in the services sector tend to be more "neglectful". 5. There are significant differences in the overall Parents’ Rearing Attitude and the "authoritative" Parents’ Rearing Attitude when there are differences in monthly income. Families with higher monthly income tend to have "authoritative" Parents’ Rearing Attitude. 6. The ''Emotional Regulation Competence '' of 5 to 6 year olds is better than than 4 to 5 years olds. The overall emotional competence '' Emotional Awareness and Recognition", ''Emotional Regulation '' levels of girls are significant better than boys. 7. The emotional competence of young children could be predicted by the parents’ Rearing Attitude and ''Parent-Child Interaction''. The ''authoritative'' factor of parents’ Rearing Attitude and the ''affective" factor of Parent-Child Interaction '' Emotional Awareness and Recognition" , ''Emotional Expression" and “Emotional Regulation '' of the emotional competence of young children , and the “neglectful” factor of parents’ parenting attitude was predictive of '' Emotional Understanding” and has a negative impact.

本篇論文主要在探討漢語幼兒同儕的假裝遊戲中的後設溝通，研究問題如下：1. 孩童在社會性的假裝遊戲(social pretend play)中，會使用哪些後設溝通策略？ 2.當幼兒在建構共享意義(shared meaning)時，哪一個後設溝通策略會是最成功的？參與本研究的兩位女孩同分別為四歲及五歲，總共在她們的托兒所進行兩次錄影。本研究採用Giffin在1984年發表的後設溝通策略架構，總共包含七個分類：(1)直接演出 (enactment), (2) 另有動機的話語 (ulterior conversation), (3) 強調(underscoring), (4) 說故事(storytelling), (5) 提示(prompting), (6) 不言明的建構(implicit pretend structuring), and (7) 直接言明 (overt proposals to pretend)。另外，本研究再加入第八個分類：直接接受 (simple acceptance)。研究發現孩童在他們的社會性假裝遊戲中，最常使用的策略是提示(prompting)，接下來為另有動機的話語 (ulterior conversation)、直接演出 (enactment)、不言明的建構(implicit pretend structuring)。而使用時最可以成功建構分享意義的後設溝通策略已成功率高到低分別為直接接受(Simple acceptance)、強調(underscoring)、另有動機的話語(ulterior conversation)、提示(prompting)以及不言明的建構(implicit pretending structuring)。 / The purpose of the present study was to examine how young children metacommunicate to construct shared meaning in social pretend play. The two research questions were: a) what are the metacommunication strategies used in children’s social pretend play with peers? and b) when children work to construct shared meaning, which metacommunication strategy leads to a higher success rate for shared meaning construction? The study included two female participants, Dora and Sally, who were four and five years old respectively. Two recording sessions were conducted during break times at their day care center. The resulting natural speech data was transcribed for further analysis using the CHILDES format. Analysis was conducted using Giffin’s framework of metacommunication strategies, which defines seven categories: (1) enactment, (2) ulterior conversation, (3) underscoring, (4) storytelling, (5) prompting, (6) implicit pretend structuring, and (7) overt proposals to pretend. An eighth category, simple acceptance, was added for the present study. The results showed that the two participants engaged in a large amount of social pretend play, and metacommunication was found to be an on-going process, with one shared meaning developing gradually into the next. Prompting was the most frequently used metacommunication strategy during the play, followed by ulterior conversation, enactment, and implicit pretend structuring. In respect to the second research question, it was found that the metacommunication strategy with the highest rate of success in constructing shared meaning was simple acceptance (the newly added category), followed by underscoring, ulterior conversation, prompting, and implicit pretend structuring. It could be seen from the children’s social pretend play that the participants were developing their cognitive competence (e.g. symbolic thinking), linguistic competence (e.g. attending to others’ speech, producing logical and coherent responses), and social competence (e.g. taking turns, taking perspectives, trying to understand others’ emotions). Studying peer interactions is crucial for understanding what factors are universal in children’s thinking and development, and future studies with larger samples and with participants from more divergent backgrounds are needed in order to advance systematic research on the issues concerned.

本研究旨在探討漢語母子對話中孩童問句的語言形式和語用功能，以及其問句和母親回應之間的關係。研究語料來自於一對以漢語為母語的母子在日常生活的對話，孩童的年紀約為二至三歲。研究將孩童問句的語用功能分為四類：詢問訊息(informational)、請求行為(directive)、對話修補(conversational)以及針對自我(self-directed)。母親針對孩童問句所作的回應分為三類：直接回應(answers)、非直接回應(non-answer responses)與無回應(no answers)。研究發現漢語孩童大量依賴疑問詞問句和語助詞問句，而隨著年紀增長，孩童的問句語言形式也更趨多元。研究也發現孩童多使用問句來詢問訊息，而孩童使用問句執行對話修補功能的比例也隨著年紀增長而有所增加，另外，執行此項功能的問句的語言形式也隨年紀增長而越加豐富。最後，研究發現孩童問句多伴隨母親的回應，而母親的回應有時會重複孩童問句或以問句形式出現鼓勵孩童參與對話。 / The study aims to investigate forms and functions the child’s questions and their relations to the mother’s responses in Mandarin mother-child conversations. The data examined are from one mother-child dyad. The child is around two and three years old. The pragmatic functions of the child’s questions are categorized into four types: informational, directive, conversational and self-directed. The mother’s responses to the child’s questions are categorized into three types: answers, non-answer responses and no answers. The results show that the child mostly uses wh-questions and sentence-final particle questions. As the child grows older, the question forms he uses become more various. In addition, the child uses questions mainly to ask for factual knowledge. The child’s questions which repair the breakdown of the conversation are significant as the child grows older. The result suggests that the child gradually becomes a skillful conversationalist. Last, the data reveals that the child’s questions are mostly followed by the mother’s responses, and the mother’s responses may be related to the pragmatic functions of the child’s questions. The mother’s responses also exhibit some characteristics in child-directed speech in order to encourage the child’s participation in verbal interactions.

近年來多軸空拍機快速發展與普及，可預見其未來將成為新一代的輔助攝影工具。空拍機打破距離、角度的限制，讓時下流行的自拍（Selfie）照片相較於以往以手臂或自拍棒輔助的方式，拍出更具特色及多樣性的構圖。然而當前空拍機操作方式複雜，使用者需花費一定的練習時間才能熟練地控制空拍機至預定位置進行拍攝。 本研究針對空拍機的使用情境進行觀察，歸納傳統操作方式造成的問題，再依不同互動控制方法討論過往研究提出的解決方法之優勢與限制，並依據自拍行為之心智模型及過往研究經驗，設計兩階段互動流程：相機定位階段（Positioning）及鏡頭構圖階段（Framing），並在各階段中分別提出直接指向（Direct Pointing）、移動微調（Fine Tuning）及構圖調整（Framing）三種有別於傳統類比搖桿操控之互動模式。 本研究另設計一俱觸覺控制回饋、可單手操作之實體自拍遙控器，搭配前述互動設計實作兼具自動化移動及以使用者為中心進行操作之空拍機自拍互動控制系統原型Skyfie，並於戶外環境設計實驗場域進行使用者測試，測試使用者指揮空拍機至指定位置拍照之操作，評估互動流程中各操作方法之優劣。測試結果顯示Skyfie 互動控制系統相較於傳統的類比搖桿操控方式更易於學習及使用，且符合使用者對空間的認知，並依照回饋意見進行互動模式修正，以達成對空拍機初學者而言也簡單易學的互動操作方式。 / As personal drones become more popular, we can envision a future where flying selfie bots are always with us. Drones break the limits of distance and angle, providing more diversified composition than taking selfie with arms or a selfie stick. However, users have to be very skillful to pilot the drone and are not easy to take aerial selfies by state-of-the-art methods. Based on user observation and the mindset of selfie taking, we summarize the problems caused by the traditional control methods and generalize the interaction flow of selfie taking into two stages: Positioning and Framing stage. In each stage, we present new interaction techniques including a direct pointing technique, fine-tuning technique, and a touch manipulation for framing. We also present a selfie remote controller designed for single-hand operation to collocates with the interaction techniques, and implement a proof-of-concept Skyfie system for an outdoor user testing. The result shows users felt intuitive and expressed enthusiasm to take aerial selfies with our techniques. Finally, we discuss the insights from the evaluation and conclude with future directions.

臉書（ Facebook ）顛覆了行銷方式與社群傳播行為。本研究探討臉書之粉絲專業貼文與粉絲間的互動關係。以智慧鐵人創意競賽為個案，分析貼文發布時間、發布星期，貼文字數，貼文類型(圖像、連結、純文字、影片、影片連結)及貼文內容分類(評價性、資訊性、 娛樂性、利益性)五項變因與貼文互動關係 。期望了解哪些變因能提升貼文的互動力，使貼文更有成效達成擴散。 本研究採集 2014 年10月 1 日至 2017 年 10 月 31 日期間之 1119 篇貼文作為研究樣本。取按讚、留言、分享數各前 10% 之110 篇貼文進行量化與質化分析。最後取前 3 % 的貼文(共三十篇)，耙梳文本全文，找出吸引使用者互動的共通模式。 統計分析發現，貼文發布時間、發布星期及貼文類型，沒有差異，但 601 - 800 字貼文互動效果較其他字數組別佳，具有顯著差異。而在內容文本分析方面，當貼文內容中有行動訴求，與使用者使用相同語言，以及藉由共同經歷營造社群感，能提升貼文互動力；而當貼文類型為影片或連結時，貼文內容如過於簡短單調則會降低貼文互動力。 / An interactivity analysis of Facebook posts - a case study of the fan page of the Intelligent Ironman Creativity Contest Abstract Facebook is a social networking service launched on February 5, 2004. It also started the new era of media and promotion. However, how to write a post is close related to the effectiveness on interaction with readers. This in term affects the influence of the post. This thesis used data from Intelligent Ironman Creativity Contest, analyzed post time (2 hrs duration in a day), post days (Monday to Sunday), number of words (every 200 words up to 1200), post type (photo, link, Status, video and share video) and post content (evaluative, Informative, entertainment, profitable). The result could be useful guidelines in managing fan page for high school and creativity related activities This research collects 1119 posts from October 1st, 2014 to October 31st, 2018 as samples. We use 110 posts which is the top 10% posts with highest number of like, post, share as the base for quantitative and qualitative analysis. Finally, we examine the content of the top 3% posts and find the common pattern for attract readers. The results show that there is significant effect on post time, post day and post type. But posts with words from 600 to 800 are the most effective than other number of words. When the post types are video and link, short explanation is not enough. If there are action requests, reader costumed phrases or shared memories in the post, the post is very effective in interaction with readers. Key Words：interactivity analysis of Facebook posts, Educational activities, Intelligent Ironman Creativity Contest