社交網站Facebook鼓勵使用者將真實世界中的人際關係串連至線上空間，與各種親疏遠近的朋友進行互動與維持情感交流。隨著社交規模與範圍的擴大，Facebook使用者需要透過規格化或公式化的互動，確保人際網絡的穩定交流。這些行為經過反覆實踐，發展為社交互動儀式。然而，互動行為本身卻與社交初衷逐漸背離。因此，本研究關注的正是Facebook上的互動儀式鏈如何呈現，以及使用者社交行為與意義之間產生落差，導致「行禮如儀」的原因。 本研究以社會學者Goffman（1955）互動儀式與Collins（2004）互動儀式鏈的理論為基礎，探討Facebook的網路中介儀式形成的契機與淪於形式的可能。研究方法方面，本研究選出四則關鍵個案，先以內容分析檢視互動儀式鏈中各項元素的組成；再從個案中選取具代表性的當事人與參與者進行深度訪談，進一步探究實踐互動儀式的原因、時機與對象等細節，並檢視互動儀式過程與結果。 研究結果顯示，雖然社交訊息事件都有機會發展為完整的互動儀式鏈，不過訊息事件的類型差異會影響互動儀式鏈的參與形式。此外，研究發現乍看毫無意義的網路互動行為（尤指按讚）並非如過往研究提到的扁平單一，甚至略帶貶意。這些互動其實乘載多重含意，例如：避免表錯情的慰問、掩飾內心掙扎的祝福、欲辯忘言的關注、對多義訊息的部分贊同等。每當使用者內心與行動不一致或脫鉤時，這些行為便成為每一次的緩衝，調解了「口不對心」的矛盾。 上述貌似「行禮如儀」的社交互動行為隨著訊息事件的種類而變化，行動意涵亦不停流動、轉變，逐漸成為眾人心照不宣的隱藏邏輯，內化成為使用者的行動策略。成為具有「僵固的儀式形式，多元流動的儀式意義」的互動行為，亦可作為網路世代專屬的行動符號。 / Social network sites, such as Facebook, enable users to interact with friends and maintain their relationship. The growing scope and scale of social network require users to cope with huge numbers of friends in formulated and standardized ways. These formulated actions practiced repeatedly on Facebook have become ritualized and thus shape the particular cultural landscape. However, these interaction actions gradually become alienated from original social intents. Facebook users tend to push “Like” bottom whenever they read friends’ news updates, but they just go through the motion without any meaning. This particular research applies sociologist Goffman’s interaction ritual theory and Collin’s interaction ritual chain theory to the context of Facebook behavior. The researcher attempts to answer 2 questions: 1. What a complete social interaction ritual chain would be like on Facebook? And what are its ritual ingredients and outcomes? 2. Does social interaction behavior mismatch its social intent? If the gap exists, why does it happen? This research collects data from researcher’s 750 friends’ information in time frame from March 2013 to April 2013. Four Facebook events are chosen as critical cases. Content analysis and deep interview are employed to discover the ingredients, process and outcomes of interaction ritual chains and every detail on Facebook. The result indicates it’s highly possible that every social information event would develop a complete interaction ritual chain. But the difference of event characters may have impacts on people’s forms of participation. Secondly, Facebook users often depreciate the meaning of “Like”, however “Like” turns out to show multiple meanings. Whenever Facebook users’ physical action couldn’t match attempts, “Like” would serve as the buffer solving the inconsistency. Finally, pushing “Like” bottom becomes “formulated but with multiple meanings”, and it also becomes exclusive action symbol of Facebook generation.

Transmedia Storytelling is an often-discussed buzz word in entertainment circles, but currently there are very few cases of it in Taiwan’s television market. Furthermore, there is very little literature or research done addressing this field in a way that would enable would-be producers to design a transmedia production to meet their targets successfully. The aim of this study was to gather empirical data on how likely consumers of television programs in Taiwan are to interact with transmedia content for their preferred TV programs. This information should prove useful to producers to have a reference of what types of transmedia extensions to put time and money into and which platforms to target for maximum audience engagement. Additionally, any researchers that are interested in audience-side information on transmedia consumption and engagement in Taiwan should find this study of interest. This study employed the use of survey data and to generate some meaningful data about this topic. Now that the data has been gathered and analyzed, a clearer picture of audience engagement with possible transmedia productions in Taiwan has been shown.

隨著資訊科技的蓬勃發展，為生活與休閒娛樂帶來許多變革與創新，以真人實境闖關遊戲來說，單純應用實體道具的互動體驗已經無法滿足參加者。因此，遊戲設計者逐漸開始研發各種裝置，以尋求更新奇有趣的效果，使得這類體驗性質的實境遊戲蘊含大量的實驗與創新元素。 本研究首先歸納現有實境遊戲案例的重點特徵，將之概念化並進行編碼，在文獻回顧的部分，進一步探討沉浸體驗的定義、特色與價值。接著規劃並實作一個「結合互動裝置的實境遊戲」，在遊戲中加入數位技術、互動裝置及感測器，提供參加者別於日常生活的感受，讓他們完成遊戲後，就像親身經歷過一場有趣的冒險。 本創作共招募二十七位參加者進行遊戲體驗，透過問卷與訪談蒐集反饋。在創作的過程中發現，有意義的互動發生在故事內容、實體物件及互動觸發三者緊密扣合的當下，而加入數位整合實體的互動裝置，帶來相當程度的沉浸與投入效果，雖然在若干細節方面，仍有改進的空間，但我們相信此創作提供了互動科技應用的新方向，作為後續研究可參考的實際案例，進一步發展更多元的實境遊戲體驗。 / With recent advances in digital technology, more and more innovations in entertainment are occurring. In reality games, the installation of simple physical devices is no longer able to satisfy the participants. To make the games more interesting and playful, game designers are developing novel content and interaction by incorporating latest technological elements. In this thesis, we summarize the key concepts in the design of existing reality games and organize these cases into different codes, which are later employed to guide the design of our reality game. In the literature review, we select flow theory as the primary related work. We clarify the definition, features and value of this theory, as well as its connection to our design philosophy. We then plan and implement the ‘Revenge of the BEAR’ project: a reality game that incorporates digital technology, interactive devices and sensors. This reality game aims to provide the participants with astounding experiences distant from their daily life. Upon completion of the missions outlined in the game, the player will feel that they have just engaged in an interesting adventure. Twenty-seven participants were recruited to take part in this reality game. Through questionnaires and interviews, we obtain constructive feedbacks that help us understand the attractions and limitations of this game. The results indicate that meaningful interaction occurs while the story, the interactive objects and the trigger are cohesively linked. Besides, new digital technologies help to improve immersive experiences. Although there are some design details that remain to be attended to, we believe that this study provides a new direction for the applications of interactive technology in the design of future reality games.

近年來受到經濟不景氣影響，個人捐贈與政府補助日益減少，非營利組織為求自給自足，越來越依賴產業化(commercialization)行為之收益。對非營利組織而言，產業化活動的蓬勃發展猶如刀之兩刃，非營利組織產業化活動雖然部分解決財政困境，然而，非營利組織產業化亦遭受許多質疑，以利潤為導向之商業行為，是否使志願服務產生質變？產業化是否致使非營利組織發生「目標置移」(goal displacement)的危險？這些問題都危及非營利組織存在之正當性。 緣此，本研究之目的在於探究產業化對我國非營利組織之影響，經由文獻探討，本研究提出三個重要面向：募款議題、組織使命、部門互動。募款議題重要因素包括：政府補助、個人捐贈、及企業與其他非營利組織的贈與；組織使命的重要因素包括：促進慈善目標達成及正當性危機；至部門互動之重要因素則包括：競爭與合作。本研究透過實地訪談與理論析探，從而建構更具本土性的觀察、理論與實務發現，以資學術界及實務界參考。

摘 要 本研究旨在探討不同背景之國小教師，對於國民小學實施電子書包之相關意見以及教學應用模式的需求情形。本研究採便利取樣方式，選取桃園縣20所公立國民小學之全校教師為調查研究對象，進行問卷調查，樣本總計有761名，回收有效問卷共計719份。並以百分比與次數分配、單因子變異數分析、獨立樣本t考驗和卡方考驗等統計方式分析處理相關資料。調查研究重要結果如下： 一、國小教師認為支持實施電子書包最重要的理由是「培養學生運用現代化科技、資訊的能力」以及「提供較傳統教學更快速、便捷、多元與可重複性的學習資源服務」。 二、國小教師認為電子書包最適合的教學型態是「電子書包搭配教學」及「電子書包輔助教學」。而電子書包最適合實施的年段則是「高年級」。 三、國小教師認為電子書包最適合的重量是「1500∼1001公克」或「1000∼501公克」。最適合的螢幕大小是「11-15英吋」。而最適合的價位是「10000-5001元」或「5000元以下」。 四、國小教師認為，目前實施電子書包最有利的因素是「電腦及資訊網際網路日益普及，已能符合國小學童的能力使用」。而最不利的因素則是「電子書包的價格昂貴，大多數家長無法負擔」。 五、國小教師認為，「同步電子筆記教學應用模式」最適合的是「社會學習領域」及「語文學習領域」；「同步解題教學應用模式」最適合的是「數學學習領域」；「分組專題簡報教學應用模式」最適合的是「社會學習領域」、「自然與生活科技學習領域」以及「語文學習領域」；而「班級閱讀教學應用模式」最適合的是「語文學習領域」及「社會學習領域」。 六、不同背景之國小教師對於電子書包的支持度、適合的教學型態、重量、螢幕大小、價位、實施年段以及適合的教學應用模式等，大多有顯著差異存在。 另本研究根據研究結果提出數點建議以供參考。 關鍵詞：電子書包、高互動教室、網路教學、傳統教學 / Feasibility Study on the Implementation of Electronic Schoolbag based on Elementary School Teachers’ Opinions. Liu-Chin Hu Abstract The research is mainly to explore relevant opinions and the needs in the applied teaching mode of elementary school teachers with different backgrounds regarding the implementation of electronic schoolbags in elementary schools. This research utilized an convenient sample selection method by choosing all teachers within Taoyuan County’s 20 public elementary schools as research subjects. There were a total of 761 samples and 719 effective questionnaires were received. Statistical analysis using percentage and frequency distribution, one-way ANOVA, independent-sample t-test and χ2 test were conducted to analyze relevant data. The main results of this research were as follows： 1. Elementary school teachers believed that the main reason for supporting electronic schoolbag implementation was to “cultivate students’ usage of modern technology and information technology ability” as well as to “provide more rapid, convenient, multi-varied and repeatable learning resource services”. 2. Elementary school teachers believed that the most appropriate teaching style in the electronic schoolbag mode was to “match the electronic schoolbag with teaching” and to utilize “the electronic schoolbag to assist teaching”; and the most appropriate implementation stage for electronic schoolbags was in “higher grade levels”. 3. Elementary school teachers believed that the most appropriate weight of electronic schoolbags was “1,001~1,500 grams” or “501~1,000 grams”; the most appropriate display screen size was “11-15 inches”; and the most appropriate cost was “5,001-10,000 dollars” or “under 5,000 dollars”. 4. Elementary school teachers believed that the most advantageous factor for implementing electronic schoolbags now was “computers and the information technology of the Internet are becoming more common each day and are already in accordance to elementary school kids’ ability to use them”; and the main disadvantage was due to the “expensive cost of electronic schoolbags in which most families cannot afford them”. 5. Elementary school teachers believed that “synchronizing electronic notebook applied teaching mode” was most appropriate for “societal learning territory” and “language learning territory”; “synchronizing problem solving applied teaching mode” was most appropriate for “mathematical learning territory”; “team project presentation applied teaching mode” was most appropriate for “societal learning territory”, “natural science and life technology learning territory” and “language learning territory”; and “class reading applied teaching mode” was most appropriate for “language learning territory” and “societal learning territory”. 6. Based on different elementary teachers’ backgrounds, there were significant differences in elementary teachers’ opinions on their support for electronic schoolbags, appropriate teaching mode, weight, display screen size, cost, implementation stage and appropriate applied teaching mode. In addition, this research proposed several recommendations based on the research results for reference. Keywords：Electronic schoolbag, high interaction schoolroom, Web-based Instruction and traditional teaching.

在學校教育中，來自低社會地位家庭的孩童常在學業成就方面表現不佳，這個現象可能導因於孩童學前所受的語言刺激不足。許多學者發現，母親在親子共讀時若是使用較困難的語言、或是要求幼兒多多參與互動，可以幫助幼兒的語言發展。但是大多數此類研究都是研究西方文化中的親子互動模式，少有在臺灣的文化環境下以真實親子共讀的語料所做的類似研究。本研究的目的在於探討臺灣不同社會階層親子共讀的模式，研究對象包括三十二對母親與三歲幼兒，其中十六對來自中高社階家庭，十六對來自低收入家庭。語料來自於受試親子共同閱讀故事書時的語言以及互動。研究結果顯示中高社階的母親較會在閱讀的過程中鼓勵幼兒參與對話，也會和幼兒討論與故事內容相關的議題。而低社階的母親把閱讀故事視為自己的責任，較不會誘導幼兒參與互動，也只專注在故事書上現時現地的內容，少有相關議題的討論。此研究結果可作為親職教育或介入計畫的基礎。 / Children from low socio-economic status (SES) are at higher risk of poor school achievement. The reason might be the language background of low SES children in preschool years. Researchers have found that mothers who give children higher demand in joint book reading tend to have children with better language skills in the future. However, most of these researches were conducted in Western cultures. This paper examined mother-child book reading styles in different socio-economic classes in Taiwan. 32 mother-child dyads, 16 from upper-middle class and 16 from low income families, were asked to read a picture book with their children. Results showed that upper-middle mothers tended to encourage their children to narrate the story and discuss non-immediate information such as inference and prediction of plot elements. In contrast, low mothers tended to take story book reading as their responsibility without inviting children to participate and they produced more immediate talk such as labeling. Educational implications and suggestions for the future research will be discussed.

運用資訊及電腦科技的數位學習，漸漸改變許多人的學習方式。過去有許多數位學習之相關研究，大多從認知心理學、學習風格等學習理論面向，探討數位學習者的動機、參與態度、行為、滿意度、學習成效等；但是對於數位學習的內容應如何設計以達到滿意度與學習成效卻甚少研究，且使用者（教學者／學習者）在數位學習的設計過程中往往缺席。而事實上使用者的需求，才是數位學習設計的核心。 本研究以國中幾何為例，探討數位教學輔助系統之設計應如何融入學習活動。亦即以使用者為中心，了解其需求，考量上課情境及學習能力。於開發過程反覆請使用者評估並將回饋意見納入下一輪的設計。系統完成後，請使用者在課堂實際教學情境中運用本系統進行學習活動。 評估結果顯示，系統的內容與教學概念緊密扣連，其互動控制程度及回饋方式提供老師、學生可以逐步並重覆學習，達到教學目標。同時學生認為這樣的上課方式較專注、容易學習、新鮮有趣。因此，本研究所主張之設計方法達到實質成效，並且創造良好、愉悅的教學／學習經驗。 / E-learning has shaped and transformed the ways people learn. Previous e-learning related researches have focused much on the motives, attitudes, behaviors, satisfactions and effectiveness of the learners. However, the users’ (teacher/learner) learning activities have never been taken into consideration during the e-learning design process. The research intends to bridge the gap between the learning activities and the design process. During the initial design stage, the researcher interviewed Math teachers from several junior high schools to identify the suitable e-learning subjects which are too abstract to teach otherwise. After the discussion, Geometry was chosen for the e-learning subject. Through the entire design cycle, whether or not the system meets the teaching objects, students’ learning capacities, and classroom environments were iteratively evaluated and modified. The math teachers were involved in the entire design process. At the end, the completed system was used by teachers in their real math classes. From the results of evaluation, we find that the e-learning system has highly linked to the teaching concepts. The system provides enough interactive controls and feedbacks that allow teachers and students’ to set their own paces to learn gradually or repeatedly. Students agree that this learning process helps them to concentrate more, and achieve better performances. In addition, this e-learning system through the proposed designing process causes a more positive, pleasure and effective learning/teaching experiences.

從歷史觀點來分析，當一項專屬科技可促成企業以嶄新且更有效率的方式營運，並創造其競爭優勢且獲得巨大利益，便會造成競爭者競相模仿，進而導致市場廣泛的變化，但也使得此項科技變成共有和標準化的商品化資源，成為一種架構科技，而企業便無法從架構科技上建立策略優勢。如同鐵路、電報、電力與高速公路等過去的架構科技相同，資訊科技也漸漸地成為共有和標準化的商品化資源，成為新的架構科技。但從不同的角度來看，已商品化的資訊科技只是企業建立資訊科技資源的一部份，企業仍可藉由有效率地運用、人力資源的搭配或與後端流程的整合，來創造企業的競爭優勢。而本研究是從專屬科技與架構科技的觀點出發，藉由對Google案例的分析，來歸納了解專屬科技與架構科技是如何搭配與互動，進而創造價值並獲取價值。 自網際網路解除商業使用限制以來，運用網際網路以嶄新且更有效率的方式營運的企業便不斷地增加，網際網路也儼然成為一新的架構科技。而成立於1998年Google以專屬的搜尋引擎技術，建構在網際網路的架構科技上，因其卓越的搜尋技術成為了網際網路上最受歡迎的搜尋引擎。Google的搜尋引擎為網際網路使用者創造了價值，卻無法因此而獲取價值，但藉由搜尋與線上廣告的結合使得Google持續創造大量的營收與獲利，而成為廿一世紀初最成功的企業之一。 藉由個案的分析與歸納，本研究獲得下列命題： 1. 架構科技為專屬科技提供價值創造的環境，也為專屬科技帶來潛在的資源與市場。當架構科技的使用者愈多時，專屬科技所能獲得的潛在資源與市場規模也愈大。而當專屬科技能提供給架構科技使用者愈多價值時，也能為架構科技帶來愈多使用者。 2. 架構科技與專屬科技可增加彼此在使用者心中的價值，其為互補性關係。當專屬與架構科技間的互補程度愈高時，表示其所創造的價值愈高。 3. 專屬科技可能必須結合其他建構於架構科技上的互補專屬科技，才能從所創造的價值中獲取價值。當專屬科技的不可取代性愈高時，其所獲取的價值愈高。 4. 使用專屬科技建構系統時，需要搭配利用其他互補科技，當利用的架構科技愈多時，其系統成本愈低，彈性愈高。

隨著網際網路的發展，許多商家紛紛將實體活動移至網路中，藉由網站平台提供服務。然而，網路環境變化快速，近年來Web2.0的概念興起，網路型態從單純讀取，逐漸成為開放與分享的平台，使用者從被動接受訊息的角色，轉換為內容主動提供者並且與之產生互動，許多互動性質強的實體活動，如KTV也漸漸移至網路上進行。在眾多互動性功能的網站中，如何吸引消費者繼續在該網站活動產生顧客忠誠度，即為當前重要的議題。因此本研究之目的在於探討Web 2.0網站環境中，「使用者感受之互動性、社會臨場感與心流程度之關係」、「產品涉入程度的干擾」，以及對「使用者信任態度、滿意度和忠誠度所產生的影響」。 本研究以實體活動中互動性質強的KTV活動為方向，選擇愛卡拉線上唱歌網站作為研究對象，歸納過去學者的理論架構(Bitner, 1990; Csikszentmihalyi,1975; Lin,2007; Luo,2002; Novak,1996; McKinney et al,2002; Short,1976; Monroe and Guiltinan,1975)，以及深入訪談之結果，提出一整合性架構。最後利用結構方程模式以及一般線性迴歸驗證本研究之假說。本研究結果發現: 1. 易用性、資訊系統品質以及感受到有用，三項網站服務品質子構念，對互動性及滿意度皆有正面的影響。其中，又以能夠符合消費者實際需求的「感受到有用」對其影響最大。 2. 互動性包含特性為主動控制、雙向溝通以及回應性，對社會臨場感以及心流皆有正面的影響，其中，又以雙向溝通最具解釋力。 3. 互動性以及社會臨場感皆對心流有正面的影響，其中，互動性必須透過心流影響使用者信任態度，進而影響其滿意度以及顧客忠誠度。 4. 產品涉入程度對心流有直接主效果的影響，且對社會臨場感與心流之間有強化作用。但對互動與心流之間的關係無強化的作用。 關鍵字：Web 2.0、互動性、社會臨場感、心流、產品涉入程度

近年來，在市場導向的發展下，廠商對於顧客的重視程度越來越高，Ramani and Kumar（2008）提出的互動導向則更精確地將分析顧客時的單位降至「個別顧客」之層級。互動導向之所以受到注目，在於當前環境下，廠商所面對的顧客比起以往更加聰明與挑剔，顧客希望廠商提供的產品與服務能充分滿足其需求，因此，廠商需要不斷地製造出更好的商品、以更聰明的手法行銷並且更了解消費者，此時各廠商對於個別顧客需求的掌握程度，將決定彼此在未來的不同發展命運。 本研究將以國內設計服務產業廠商為研究對象，採用Ramani and Kumar（2008）提出的互動導向架構，並加入中介變數組織學習與組織創新，以及調節變數顧客主動接觸的比例進行討論。 本研究結果發現： 1.互動導向將能直接影響組織績效，且進一步比較「互動導向直接對於組織績效所產生之效果」與「互動導向透過組織學習對組織績效所產生之效果」時，前者所能產生的效果明顯優於後者，且「學習導向」將僅變成部分中介變數。 2.組織學習與組織創新確實為存在於互動導向與組織績效間的重要中介變數，研究發現「互動導向」對於「組織學習」確實存在正向影響，且「組織學習」亦將對「組織創新」有正向影響，而「組織創新」又會對於「顧客基礎之關係績效（CBRP）」與「顧客基礎之獲利績效（CBPP）」兩者皆有正向影響，並於最終影響總體組織績效。 3.「顧客主動接觸的比例」為存在於「互動導向」與「組織學習」關係中之調節變數，將產生負向的調節效果。