本研究目的主要在設計、發展一適合國小學童使用的情境式網路禮儀學習 網站，並進一步評估其使用成效。本研究採準實驗研究法之不等組前後測設計， 以四班國小四年級學童為研究對象，共94 人。其中兩班50 位學生為實驗組， 使用情境式網路禮儀學習網站；另兩班44 位學生為對照組，使用無情境網路禮 儀學習網站。本研究主要發現包括：一、融入情境學習的網路禮儀學習網站比 無融入情境學習的網路禮儀學習網站更有助於提升學童在網路禮儀認知與態度 的表現；二、學童參與本情境式網站的學習歷程中，在「瞭解與尊重」的情境 問題所產生不符合預期的答案較多，而問題大多是關於智慧財產權的議題；三、 學童對於本情境式網站的介面操作、學習方式、學習內容均給予正面肯定。

The purpose of this study was to design, develop, and evaluate the effects of applying situated learning in a netiquette education website on elementary school students. The subjects were 94 fourth graders who were divided into the experimental group, with 50 students, and control group, with 44 students. The experimental group used the netiquette education website with situated learning, while the control group used the netiquette education website without situated learning. Some important conclusions were found after the experiment. First, the knowledge and attitude scores for netiquette of the experimental group were significantly higher than the control group. Secondly, students in the experimental group have some misunderstanding on the issues of intellectual property rights. Thirdly, students in the experimental group have positive attitude toward the interface design, learning strategy, and learning content of the netiquette education website.