本研究運用Kirkpatrick四層次評估模式，反應（reaction）、學習（learning）、行為（behavior）、成果（result），為探究的主軸，以修習通識教育「資訊法律」數位教材的學生為研究對象，透過結構式問卷調查，進行系統性資料蒐集與分析。同時，配合深度訪談質性分析，探討資訊法律數位學習課程之學習成效。研究結果顯示，學生對資訊法律課程有極高的整體滿意度（反應層次）、學生在資訊法律課程有正向的學習成果（學習層次）、學生學習資訊法律課程有立即性或經過一段時間後的正向行為轉移（行為層次）、學生學習資訊法律課程對組織社會有極高的正向效益與貢獻（結果層次）。透過Kirkpatrick模式的評估結果，肯定資訊法律課程在數位學習環境之正面學習成效和課程的價值。

The purpose of this study was to apply the Kirkpatrick four-level model (reaction, learning, behavior, result) to evaluate the learning effectiveness of those students who studied the general education digital materials of “Information Law” in a blended learning environment. The study used a mixed-method approach, including a mainly quantitative online questionnaire, followed by semi-structured interviews. The results demonstrated that the students had a high overall satisfaction towards the course (reaction level), positive learning outcomes (learning level), and a positive behavior transfer after learning, which could occur either immediately or after a period of time (behavior level). The students had high efficiency and a positive contribution to their organizations and the information society after learning information law (result level). Based on the Kirkpatrick model, the results provided favorable evidence for the students’ learning effectiveness and the course’s value. 

資訊法律，資訊素養，Kirkpatrick模式，混成式學習，數位學習，通識教育

Information law, Information literacy, Kirkpatrick model, Blended learning, E-Learning, General education