本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8 週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。 研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、 學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同 時實驗組學生對於數位學習教學方式持肯定態度。

The purpose of this study was to explore the learning outcome of vocational special education students with the teaching strategy of "Combining Situated Learning Theory with E-learning", as well as the opinions of experimental group students toward E-learning. Using the class as a unit, the students were divided into two groups: the experimental and control group. Students in both groups took the pretest and posttest about learning achievement and motivation. After 8 weeks of the experiment, the data collected was statistically analyzed with pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted the questionnaire survey to determine the opinions of the experimental group students on the combination of situational learning and E-learning. The results indicated that using the teaching strategies for "Combining Situated Learning Theory with E-learning", the achievement and motivation were significantly better than with traditional teaching methods. Students had good results in retention after E-learning. At the same time,the experimental group students positive attitude toward E-learning.