本研究設計一多元視覺媒體教學環境，融匯了以2D及3D方式呈現之視覺圖形來呈現學習內容，包含了「可操控式3D模型」、「3D動畫」、「2D圖形」三種視覺媒體方式，並且融入以學習者為中心之教學概念，提供學生多元及豐富視覺之學習環境。本研究以傳統校際競賽－「梅竹賽」為學習主題，開發一線上數位遊戲學習系統－「梅竹GAME ONLINE」，並且將2D與3D多元視覺媒體教學與遊戲整合，透過多元視覺媒體呈現梅竹賽之相關代表物，讓學生能藉由遊戲進行學習。
本研究於2012年11月至12月進行線上實驗，88位受測者為兩校之大一新生，實驗期間為兩周，學生可在實驗期間內依據喜好登入遊戲學習系統。研究者經由資料分析後，發現在滿意度、學習、梅竹賽代表物的呈現方面，皆以可操控式3D模型較佳，其優勢包含了互動性、適性化、主控性、趣味性、多視角、探索性、激發主動學習與使學習印象深刻等優點，並依據研究問題，藉由前、後測問卷、系統記錄與訪談資料進行分析，歸納出下列研究結果：（1）在使用性上，可操控式3D模型方式較具有互動性及趣味性，而2D圖形方式比較容易使用；（2）在學習之應用方面，普遍以可操控式3D模型方式的功能較佳，能激發學習興趣，讓學生沉浸在學習中；（3）在呈現梅竹賽之代表物方面，普遍以可操控式3D模型方式較佳，能提供多視角之功能，將梅竹賽代表物立體地呈現；（4）學生對於視覺圖形以及文字說明的呈現方式皆給予正向的滿意度回饋；（5）學生使用整合可操控式3D模型、3D動畫與2D圖形之多元視覺媒體教學後，能有效提升梅竹賽相關知識的學習成效；（6）學生對於整合可操控式3D模型、3D動畫與2D圖形之多元視覺媒體呈現之學習內容，給予正向的滿意度回饋，認為能使學習較有趣；（7）整體而言，多媒體教材宜採用多元視覺方式，以可操控式3D模型最佳。
依據實驗結果與發現，研究者提出在設計3D模型時之建議：（1）增強3D模型的操控程度；（2）善用3D模型具多視角之特性，加入具神祕性之學習內容以供探索，滿足學生的好奇心並激發學生主動地學習；（3）3D模型提供之視角應有適當的觀察範圍；（4）3D模型可依據情境增加多樣化的展示畫面。最後，本研究提出未來研究方向，以提供教學設計者參考。

In this study, we designed a multiple visual media learning environment that combined 2D and 3D methods to present learning contents. There are three kinds of visual media modes, including "Manipulative 3D model", "3D animation", and "2D graphic". We used the learner-centered pedagogy and provided a diverse and multi-visual learning environment for learners. The topic of learning contents is the traditional inter-school competition, which called "Mei-Chu Game". The main system is an online game for learning that called "Mei-Chu Game Online", integrated with 2D and 3D multiple visual media learning environment. The representatives of Mei-Chu Game were presented through multiple visual media. Learners can learn the knowledge of Mei-Chu Game by playing the game.
In this study, the duration of online experiment was started from November 2012 to December 2012. The 88 participants are college freshmen of two schools. Within the duration of experiment (two weeks), learners can login the system by their preferences. We found Manipulative 3D model is the best on satisfaction, learning and the presentation of Mei-Chu representatives according to the data analysis. The advantages of Manipulative 3D model including interactive, adaptive, self-manipulative, interesting, multiple viewpoints, self-exploration, motivate active learning and make learning impressed. According to the pre-test and post-test questionnaires, system records and interview, we summarized the following results based on research questions: (1) Manipulative 3D model is interactive and fun, and 2D graphic is relatively easy to use, (2) In the application of learning, manipulative 3D model is generally better than others, it can motivate to learn and let learners engage, (3) In the presentation of Mei-Chu representatives, manipulative 3D model is generally better than others, it can support multiple viewpoints and present in the three-dimensional form, (4) The satisfactions of visual graphics and instructions are positive, (5) Adopting the multiple visual media can improve learning outcome of Mei-Chu Game, (6) The satisfaction of using the method of multiple visual media to show the learning contents is positive, it can make learning more interesting, (7) Overall, multiple visual media is a adoptable method in designing multimedia materials, and the Manipulative 3D model is preferred.
Based on the research results and findings, we proposed the suggestions of 3D mosel design: (1) Enhanced the maneuverability of 3D model, (2) Use the advantage of multiple viewpoints well, and add mysterious learning contents for exploration to meet learners' curiosity and motivate active learning, (3) Provide the range of viewpoints appropriately, (4) Increase various displays of 3D model based on scenarios. Finally, we indicated some future studies for the instructional designers.

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