影像處理藝術是視覺藝術相關科系學生的必備技能，由於自我效能是影響技能學習成功的最關鍵要素，近又有研究顯示替代經驗策略能顯著提升陶藝技能學習者的自我效能、技能形式與學習成效，故本研究以影像處理藝術課程爲研究對象，採對照組前後測設計準實驗研究法，實驗兩班計名學生，研究目的爲1.設計替代經驗策略於此課程的施行內涵，實驗替代經驗策略對2.自我效能與3.學習成效的影響。結論爲：替代經驗策略1.於影像處理藝術課程的施行內涵，是以視訊化、逐步化與具象化原則，示範或即時傳送技術分項操作畫面並重複播放，替代學習者欠缺的經驗。2.並未能顯著影響學習者於影像處理藝術課程的自我效能總量。3.能顯著提升影像處理藝術課程學習者編輯、色澤、形狀、濾鏡處理等分項與整體技能的學習成效。故建議1.技能的教學需要技能分項操作示範與優良作業範本。2.應視課程特質而選擇適合的自我效能激發策略。

Image processing art is the necessary skills of students who study in visual arts and related branches. A study demonstrated that the Vicarious Experience Strategy (VES) can significantly promote the ceramics arts skills learner's self-efficacy, skill forms and learning outcomes. This study uses quasi-experiment method of counter-group pretest-posttest design on bachelors to explore three purposes: 1. the connotations of the VES in Image Processing Art Curriculum (IPAC). The influences of the VES on 2. self-efficacy and 3. learning outcomes in IPAC. The Conclusions are: 1. The VES is to demonstrate skills lively or on video at each step, help learners to develop the internal imagery regularly and systematically they need to conceptualize and implement targeted skills in IPAC. 2. The VES has not been able significantly to affect the learners' self-efficacy in IPAC. 3. The VES can significantly promote the learners' learning outcomes of Edit Processing, Color Processing, Form Processing, Filter Processing, and total processing techniques in IPAC. The suggestions are: 1. Skill instruction needs the skill sub-item operation demonstrations and fine work models. 2. Skill instructors should regard the curriculum characteristics to choose the suitable self-efficacy stimulation strategies.