本研究旨在探討師院生選修多媒體電腦輔助教學（Computer Assisted Instruction, CAI）設計對其推理能力及電腦態度的影響。本研究之樣本為30位選修此課程之學生。本研究之設計為單組前、後測設計。收集之資料包括其在整個學期三階段（主題選擇、腳本設計、完成作品）之反省與心得報告，推理能力測驗，與電腦態度量表。研究結果顯示師院生的推理能力在經過十六週之多媒體CAI設計教學後有顯著的進步。然而，在電腦態度方面除焦慮、喜愛、信心三項有些許的進步，惟在電腦使用項上出現顯著的退步。 就教育的觀點而言，本研究的結果建議：學習多媒體CAI設計的效果超越了CAI本身的內容知識（content knowledge）；學生除了學會了CAI設計的原理與步驟外也能夠增進其推理能力。當許多教育者認為訓練學生具備批判性思考能力（critical thinking ability）、推理能力（reasoning ability）與問題解決能力（problem solving ability）是新的世紀學校教育的主要目標之一時，學習多媒體CAI設計提供師院教師一個可行的方法。
The purpose of this study was to investigate the effects of a semester-long Multimedia Computer Assisted Instruction (MCAI) course on preservice teachers' reasoning ability and attitudes toward computers. Thirty participants took the course and were divided into 6 groups. They had to engage in the process as deciding topic, writing storyboard, editing authoring system, and evaluating final works. Authorware 5.0 was used as the authoring system. Two instruments (Raven's Advanced Progressive Matrices, and Computer Attitudes Scale) were used to examine participants' reasoning ability and attitudes toward computers. The results showed that preservice teachers' reasoning ability significantly improved after 16 weeks of multimedia CAI instruction, however, their attitudes toward computers did not change.
