本研究是以高中生物課本中有關細胞生理之內容(擴散、滲透、主動運輸、吞噬、胞飲等概念)先進行概念分析，發展前測工具，以了解學生學習狀況；並透過晤談、文獻蒐集，發掘學生之迷思概念。並整合交互式多媒體教學設計的理論、認知心理學及建構主義，以發展交互式多媒體教學教材。所有參與本研究之學生，均已在學校學習過細胞生理教材。因此，本研究之實驗組學生以交互式多媒體教學系統復習細胞生理概念，而控制組學生則自行閱讀課本中有關細胞生理之內容。藉此探討學生透過IMI教材復習與控制組自行閱讀，兩者學習成效之差異。由研究結果顯示：本研究所發展之IMIM教材 (實驗組) 復習效果顯著高於自行閱讀書面教材 (控制組) 。再根據統計分析顯示，本軟體對於滲透概念之學習幫助最大。而對不同邏輯思考能力的學生而言，IMI教材對於形式操作期與具體操作期的學生具有顯著的幫助。本軟體設計上之另一特色為能記錄學生學習路徑，藉以了解學生之學習型態。結果發現學生的學習型態分做五型:L型、V型、倒V型、W型及超W型，以L型佔最多，其次為W型。而學習型態與邏輯思考能力間有顯著的關係。形武操作期與具體操作期學生學習型態以L型佔最多，而過渡期學生的學習型態則以W型佔最多。

　　　　　The purpose of this study was to develop a Interactive Multimedia Instruction (IMI) System for students to learn, and assesses the efficiency of the IMI system on learning Cell Physiology (diffusion, osmosis, active transport, phagocytosis & endocytosis). In order to understand what the student learned about, we used concept analysis and pretest measurments. Then we integrated the design theory of IMI, cognitive psychology and constructivism to develop IMI Courseware. All students have already learned about Cell Physiology before this sutdy. We divided the studemts into two groups. The experimental group used the IMI system to learn, and the control group was without IMI system. The result of this study was that there was a statistically significant difference between the experimental group and control group (P < .001). It indicated that IMI system had significant help for students' learning Cell Physiology. The most efficient learning of Cell Physiology concepts by IMI system was osmosis. Upon the whole concept of Cell Physiology, the sutdent on concrete operational stage and those on informal perational stage were a statistically significant difference on achievement test. To analyze the learning patterns of the students who learned Cell Physiology by IMI system, there were five types of learning patterns. They were linear type (L), V(victorious type(V), upsidedown victorious type of V, wave type(W), super wave(s-W). Most of the students' learning patterns was linear type(L), and the second was wave type(W).