近年來由於數位學習領域的快速發展，普遍的學習者皆曾有體驗過數位學習的經驗，但是數位學習環境仍有很大的改善空間。許多學者的研究顯示出幽默應用於傳統教學對學生的學習能夠產生正面的影響，我們相信幽默應用於數位學習也能夠改善學生在數位學習的學習狀態。並且不是每個人都擅長表演幽默，並且老師很難長期配合在既有的數位學習教材中加入幽默活動。因此，本研究設計一個具虛擬人助教的幽默數位教學設計，老師可以透過我們蒐集的幽默資料庫搭配幽默創造技巧，設計與學習教材相關的幽默表演活動，並適當的安排於學習流程中。虛擬人助教可透過幽默表演活動與學生進行互動，改善學生的學習。本論文設計一個實驗，邀請60位學生參與實驗，分為無幽默表演活動組(傳統數位教學影片)與幽默表演活動組(本研究所提出的幽默數位教學設計的教材)進行比較。實驗結果顯示，本研究提出的具虛擬人助教之幽默教學設計確實可以改善學生的學習情緒，提升學習動機、注意力，以及學習成效。

In recent years, almost learners have the experience in digital learning since the rapid development of digital learning area. But there are still many problems in the digital learning environment. Manay researches revealed that humor applied in tranditional teaching can make positive effects on students’ learning. We believe that humor can also improve students’ learning statuses if it is used in digital learning. However, not everyone is expert in humor expression, and it is difficult for teachers to arrange humorous activities into the existing digital learning materials with us in long-term cooperation. Therefore, we design a digital instructional design with humor that expressed by a virtual human. Teachers can create relevant-content humorous activities and insert into the learning process by using the humor creating skills and humorous database we collected, and the virtual human can interact with students through these humorous activities for improving students’ learning. In this thesis, we invited 60 students to participate in our experiment. We divided them into two group: the learning materails without humorous activities (tranditional digital video) and with humorous activities (the digital instruction design with humor). The experimental results showed that the learning system with humorous activities can improve students’ emotions, enhance students’ learning motivation, attention, and learning performance.

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