本研究旨在探討數位化學習歷程檔案對知識蓄積的作用。以某大學大三多媒體設計系修習「數位遊戲」課程的學生為對象。隨機選取43名分派至實驗組，45名至控制組。共88名，其中男生48名，女生40名。實驗組使用部落格建構個人的數位化學習歷程檔案，控制組則未建構。教學實驗為期九週，每週三小時。結果顯示，實驗組學生使用數位化學習歷程檔案之後的知識蓄積與四個構念皆顯著高於使用之前。實驗組的知識蓄積與其四個構念皆顯著優於控制組。這顯示，部落格式數位化學習歷程檔案對知識蓄積有顯著正面影響。

The purpose of the research was to explore the effects of e-portfolios on knowledge amassing. The participants were junior students who major in Multimedia Design and take the Digital Game course from one University in Taiwan. 43 students were selected randomly and assigned to the experimental group, while 45 were selected randomly and assigned to the control group. There were totally 88 students with 48 males and 40 females. The experimental group used blog to construct their e-portfolios, while the control did not construct e-portfolios. The teaching experiment lasted 9 weeks with 3 hour per week. The results revealed that the post-tests of overall knowledge amassing and its four constructs were all significantly greater than the pre-tests. Besides, the post-tests of overall knowledge amassing and its four constructs for the experimental group were all significantly greater than those of the control group. It implied that blog-based e-portfolios had significantly positive effect in knowledge amassing.