品德素養是重要的人格養成之一，亦是從小扎根的重要課題。本研究嘗試以多路徑數位敘事的發展概念，透過敘事工作坊的媒材刺激活動，探究迷宮圖解與敘事內容之間的發展方式，不同數位敘事角度對應故事發展脈絡，發展品德素養敘事內容及互動介面設計。研究對象以新北市某國民小學一年級共27名學童，採現場教學方式進行實驗，後以ARCS學習動機探究教學活動表現情形。 研究成果得知，故事主軸發展出不同分支的故事結構，學童可從不同分支的故事發展來進行探索及思考，多能喜好迷宮多路徑融入品德素養之數位敘事教材，現場檢測有良好的表現情形外，亦能激發學童對敘事內容發展的好奇，且在ARCS檢測中普遍呈正向反應，期望藉由迷宮多路徑發展品德素養教學的數位敘事，能推廣應用在教育現場及作為學童品德素養的輔助數位教材之設計參考。

Moral literacy is important to develop one’s personality and also an important issue rooted in childhood. This study attempts to investigate the multipath development via the concept of digital narrative, and adopts a maze of common graphical mode, through the narrative workshops to stimulate the diagrams in order to understand the relationships between the narrative content and maze structures. The study also presents the interface design of labyrinth multipath for the demonstrations of narrative content with moral literacy. The participants of study were 27 first grade students in elementary school of the Xinbei city. The experiment conducted the teaching method to guide the students to discuss through the labyrinth multipath of narrative content, and investigated the ARCS motivation from teaching activity performance situations. Research findings that different branches of the story can help students to explore the predesigned moral qualities, and they like the labyrinth multipath design for presenting the narrative content with moral literacy. The result of experiment presents that testing situations have not only good performance, it can also enhance the students’ willing to explore the narrative content. The ARCS investigations also present the positive reaction in general. The study hope that the design methods of labyrinth multipath develop the variety of narrative content with moral literacy, and promote the application in the education field.