本研究目的是探討憂鬱症患者在接受多媒體衛教光碟後之自學經驗歷程。研究方法係用嚐試言談法，共收案14位初次發病之門診憂鬱症患者，經當聲說明目的及實地演練後給予光碟，並於兩週後依半結構言談大綱進行面對面的言談及錄音，再依內容分析法進行資料分析及歸類。結果發現成功完成學習者有八位，學習阻礙者四位，二位個案流失，歸納成功學習者之自學經驗包括：引發學習興趣、掌控自學進度、肯定教材、發現自我改變。另四位學習阻礙者的影響因素包括：環境的干擾、習慣傳統學習方式、缺乏良好設備或技巧。經本研究結果可初步了解憂鬱症患者於進行此光碟衛教方案之自學經驗及相關阻礙學習的因素，建議未來可在精神科門診或病房情境增加病患人數加以推廣並評價其助益；另可設置不受之電腦損傷環境，並結合不同的衛教模式，以協助憂鬱症患者有效掌握學習資訊。

　　　　　The purpose of the present study was to explore the self-learning experiences of depression patients on interactive multimedia education program. Qualitative in-depth interviews were employed. Fourteen patients with a first episode of major depression were recruited from a psychiatric outpatient department. Explanations of the purposes of the exercise and on-the-spot teaching were provided by the researcher before the study began. A tape-recorded, semi-structured interview format was employed after two weeks. Data analysis was performed in the framework of line-by-line content, contextual and thematic analysis. Eight subjects successfully completed the entire learning activities. Content analysis revealed 4 main aspects of successful self-learning experiences: the triggering of learning motivation, the enjoyment of self-paced learning, support for the effects of learning materials, and the gaining of self-awareness and changes. The factors influencing learning performance were related to: environmental impact, the degree of familiarity with traditional learning, possession or non-possession of the necessary computer operation skills, and good computer support. However, the findings provide a preliminary understanding of the application of interactive multimedia education programs in terms of self-learning outcomes and recognizing key elements of learning impediments among the study sample. A larger sample size with different clinical contexts is recommended to determine the effect and generalizability for future research. Furthermore, the creation of a computerized learning environment with different educational styles is crucial to patients’ success in obtaining depression-related information and understanding effective adaptive skills.