面對當前高資訊量的科技化傳播環境中，人們對於大量的文字訊息已漸漸失去耐心，融合大量「圖解」與「圖表」的學習材料遂應運而生，此一現象也反映出「文不如表，表不如圖」的人類視覺偏好暨需求。本研究嘗試從認知訊息處理、雙碼理論與多媒體學習等理論出發，發展出一套針對數位學習內容的視覺訊息設計之「如何編製組織圖表」自學式數位教材。
藉由文獻分析、專家與使用者評鑑等，本研究歸納出組織圖表的類型可分為：組成性、時序性與邏輯性三大類，並可細分為成分列舉、層級排列、程度對比、異同比較、時間排列、事件排列與因果分析七種關係屬性。本研究同時也藉由劇本導引法，彙整出編製組織圖表的精要四步驟為：查找關鍵字、組織關鍵字、挑選組織圖表與繪製組織圖表。且依據本研究之歸納與彙整，研發出一套「組織圖表G.O. Easy！」數位教材，以期提供國內數位內容研發者提升教學訊息的設計能力。
研究結論有：(1)從現存數位學習問題面，找尋有需求的內容題材；(2)彙整訊息設計之文獻與經驗，找出組織圖表的類別；(3)採用「劇本導引法」，理出編製組織圖表的步驟；(4)以「認知訓練模式」設計培訓內容的任務；(5)以研發雛型教材，挑選編輯工具軟體；(6)將工作場域的實務問題，轉化為激發動機的暖身起點；(7)以教材畫面手繪草圖，支援快速發想及修訂歷程；(8)以視覺與語音腳本，設計教學內容的細膩訊息；(9)以反覆之形成性評鑑，促成教材品質之提升及(10)參考「多媒體製作流程」，打造數位教材研發之流程架構。

Facing a great deal of information in digital era, people have out of patience with the massive textual message. Therefore, illustration and diagram play new central roles in learning content. This phenomenon also reflects our visual preference in terms of ‘a picture is worth than thousands of words.’ This research tried to apply a variety of theories as cognitive information processing, dual-code and multimedia learning to develop a self-learning courseware as ‘How to edit graphic organizer.’
According to literature reviews, experts’ evaluation as well as users’ evaluation, this research generalized three categories of graphic organizer, including component based, timeline based and logic based. These three categories could be classified as seven types according to the relationship attributes of content. Furthermore, four steps of editing graphic organizer was identified as ‘DOCS-- detect keywords, organize keywords, choose graphic organizer and sketch graphic organizers’ via the scenario-oriented method. Based upon the seven types of graphic organizers and the DOCS steps, an e-learning courseware entitled ‘Graphic Organizer So easy’ was design and development by the researcher.
The conclusions of this study are: (1) To find out valuable topic from existing problems in human learning. (2) To generalize types of graphic organizer by thoughtful integration of literatures and past experiences of message design. (3) Using scenario-oriented method to clarify the steps of editing graphic organizers. (4) To analyze training task via cognitive training model. (5) To choose rapid e-learning tool by developing a completed prototype. (6) To motivate learners by confronting real world problems from work place. (7) To empower barnstorming and revision process by hand-drawing sketch. (8) To design detail message of e-learning content through two- columns visual and audio script. (9) To continuously improve the quality of e-learning content by a serious of evaluation processes. (10) To build up a instructional design working model by referring the ‘process of making multimedia.’

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