多媒體教學應用在體育教學上面已經是相當的普遍，但以一般的影片播放則缺乏與使用者的互動，導致學生學習動機低落及學習成效不彰。本研究融入ARCS 動機學習理論，設計一套包含發球、托球、接球及攔網等3D 多媒體排球教材，除使用動作捕捉器捕捉選手實際操作以保有動作的真實性，教材以APP 的方式呈現並借助平板電腦增加便利性，以手指滑動平板控制視角旋轉及按鈕選擇撥放速度加強互動性，由文字框說明並輔以語音提示動作步驟來加強學習的動機。正式實驗部分針對實踐大學高雄校區173 位大學生測試學習動機及自我學習成效。結果顯示在ARCS 學習動機 (注意、關聯、信心、滿足)中的各項數據皆在平均值以上，其中以「關聯」構面的平均得分最高。此外無論是在學習動機及自我學習成效方面，男學生明顯高於女學生，商學與資訊學院學生明顯高於文化與創意學院學生，過去有多媒體教學有使用經驗者明顯高於無使用經驗者。本研究之貢獻在以多媒體設計的觀點融入ARCS 學習動機理論所開發的教材，經實驗證明的確可以有效提高學習者的學習動機並提升自我學習成效。

Application of multimedia learning in physical education is very common. However, simply playing video clips does not provide any opportunity for interaction with users, leading to low learning motivation and poor learning outcomes in students. In this study, the ARCS theory of motivation is incorporated, and a set of 3D multimedia volleyball learning materials on serving, setting, catching, and blocking have been designed. Motion capture equipment was used to record players' actual moves, so as to ensure authenticity of the actions in the learning materials. An APP is used to present the content of the learning materials via a tablet. By swiping the tablet with their fingers, users can adjust the viewing angles of the videos, and the playback speed can be adjusted via buttons. These two functions increase the interactivity of the learning materials. In addition, learning motivation is enhanced through detailed explanations in text boxes and voice prompts for each step of the actions. For the experiment, 173 undergraduate students in the Kaohsiung campus of Shih Chien University were tested for their learning motivation and self-learning outcome after using the multimedia learning materials. The results show that the students' scores in all factors of the ARCS motivational model (Attention, Relevance, Confidence, and Satisfaction) are above average, and ＂Association＂ has the highest mean score out of all factors. Furthermore, in both learning motivation and self-learning outcome, male students scored significantly higher than female students, students in the College of Business and Information scored significantly higher than those in the College of Culture and Creativity, and users who had experience with multimedia learning materials scored significantly higher than those with no experience. The contribution of this study is that it developed learning materials based on the ARCS theory of motivation from the perspective of multimedia design, and the materials are proven to be able to effectively enhance learning motivation and boost self-learning outcome.