本文目的在於探討如何將凱勒（Keller）的阿克思（ARCS）動機激勵模式融入網路討論區，以增進師生與生生之互動。為驗證有效性，特以三個案例來進行分析與說明。第一個案例主要是採用第三者來進行觀察，結果發現能促進師生與生生間的互動。第二個案例是採用調查法，結果發現能獲得豐富的文章篇數。第三個案例亦是採用調查法，結果發現除獲得豐富的文章篇數，亦增進學生的知識分享意願。綜合三個案例的分析結果，凱勒的阿克思動機激勵模式可增進師生與生生之互動。最後綜合整理提出實務上的建議與未來研究方向。

The purpose of this study is to explore how integrating Keller’s ARCS model into an online discussion forum can enhance student-teacher and student-student interactions. Specifically, three case studies are analyzed and elaborated to test and verify their effectiveness. The first case uses the non-participating observer to make observation, and the result reveals that the ARCS model did enhance interactions between the teacher and students. The second case adopts the survey method, and the result shows that the ARCS model did increase the number of articles in the online discussion forum. The third case also adopts the survey method, and the result shows that the ARCS model did increase the number of articles in the online discussion forum and students’ willingness to share. In sum, Keller’s ARCS model did enhance student-teacher and student-student interactions. Finally, practical suggestions and future directions are addressed.