本文探討不同的訓練方式及學習型態是否能影響學習表現及電腦態度，並研究學習型態與訓練方式對學習表現是否存在交互作用。本研究透過實地實驗法驗證由「Kolb學習型態理論」所定義的學習型態與「教導式」及「範例式」二種訓練方式，對學習表現與電腦態度的影響。研究發現教導式教學法有助於學習效率的提升，而範例式教學法導致良好電腦態度的養成。而學習型態顯著影響學習表現及電腦態度，且不同學習型態的學習者確實存在最適當之教學法，亦即學習型態與訓練方式對學習表現與電腦態度的確存在交互作用。如發散者接受教導式教學法所得到的學習表現提升，比接受範例式教學法的效果較佳，而發散者與收斂者若採範例式教學法則產生顯著較佳電腦態度與較低電腦焦慮。由於每種教學設計必有其預期的訓練產出，教育訓練若要達到效率提升或良好態度建立的目標，最好能考量預期產出為何，並依照個人特質上的差異，以設計適當的訓練方式，方能獲致最佳效果。

The purpose of the present study was to examine the effects of different training methods and personal learning styles on learners’ computer learning performance and attitude towards computers. Plausible interaction effects of individual learning style and training method on learning performance and computer attitude were also studied. A computer field experiment on WWW page design training was employed to collect data. It was found that instruction based training contributes more to learning performance whereas example based training enhances better computer attitude. In addition, learners with different learning styles obtained significant differences in learning performance and computer attitude. Learners with different learning style did have their best-fit training method. Divergent learners benefited the most from instruction based method in learning performance. On the other hand, example based method would result in more positive computer attitude and lower computer anxiety for both divergent and convergent learners. It is apparent that in order to achieve learners’ optimal performance, the "traits-training fit" should be taken into account. Plausible explanations about the findings are provided and future implications follow.