本研究以「奇幻島」兒童美術教學網站樣本，設計一組選單式介面與另一組非選單式介面，並加入教師是否參與教學的變數，透過文獻探討、專家訪談、參與觀察與實驗問卷，將所得資料進行各項分析與獨立樣本t檢定，獲取瀏覽態度與偏好的評量資料。研究結果得知，針對兒童美術教學網站，非選單式介面各項瀏覽態度評比並不盡然劣於選單式介面，僅於「絢麗」和「資訊豐富」兩項指標上，選單式介面顯著高於非選單式介面設計；同時，教師參與變數可顯著提升學童對於該學習網站的偏好程度。本研究結果協助設計者打破若干模式與準則的迷思，並提醒教師在媒體教學上扮演之輔助要角。

This study designed two experimental samples of menu and non-menu based on the children’s arts learning website “Fantasy Island” to examine the influence of interface form and teacher participation to the navigation attitude and preference. A series of literature review, expert interview, participant observation and experimental questionnaire were adopted for the comparison of findings, as well as various analyses and independent t-test were performed to obtain the evaluation data of navigation attitude and preference. The result suggested that the menu-based interface does not necessarily inferior to the non-menu one in children’s arts learning website; Only the scores of two indicators of "beautiful" and "informative" of menu interface is significantly higher than those of non-menu one; and the teacher participant could significantly enhance the preference assessments. Those results of this study may help designers break some myths about models and guidelines, and remind teachers to play an important role in media teaching.