[[abstract]]The major objective of this study is to examine the development method of teaching-assisted networks for home economic education. A blouse making website for students had been developed and implemented, and user surveys of both teachers and students had been executed and analyzed. Through these efforts, the acceptance, actual responses and potential limitations had been identified. The contents of website consisted of six modules, including design, drawing, sewing, a collection of common sense, a quiz, and a fashion show, to be used as teaching aided material for dressmaking courses of local vocational schools. The advanced organizer model was adopted to build up the structure of website. Through the sequence of concept developments and the organization of instructive materials, the learners can study the courses in a preconceive order. Also, the teaching model of learning situation was selected as the design method. The learners can be aroused strong interests by the settings of learning situation, and brought into the stage of concept exploration. Then, the learners can go on with the interactive linkage of learning materials, and get in the stage of concept establishment. Finally, the learners can pass a quiz and enjoy a fashion show, and reach the stage of concept application. According to the survey results, after-study students had lower scores in the measuring scales of both knowledgeable level and interesting level, and higher score for the degree of difficulty. Moreover, pre-study students paid much attention to the interface effects, and after-study students expressed the tendency to accept this website more significantly than the pre-study students. From the consequences of difference analysis, there were significant differences of the degree of interest, user friendliness, operational simplicity, and learner acceptance between pre-study and after-study students. Also, there were noteworthy differences of the degree of user friendliness, operational simplicity, and learner acceptance between teachers and pre-study students, but without any meaningful difference between teachers and after-study students. The findings of this study reflect the fact that the website should be very useful to the students and could be an interesting learning tool for the course of dressmaking. However, students recommended that the interface effects should be improved, and teachers expressed that the website cannot fully instead of the regular course in the school.
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