獲得消費者的注意力是行銷溝通中最重要的目標，但在推廣資訊爆炸的時代，爭取消費者有限的注意力是件十分不易的事情，而商人為了讓產品有更好的銷售量，便會使用五感行銷來爭取消費者的注意力，然而使用視覺之外的其他四感時，使用方法必須得宜才可獲得加乘，否則可能獲得負面效果。在教育行銷領域中，過去鮮少研究探討使用環境氣味作為課程產品行銷手段的效果，故本研究使用五感之中的嗅覺行銷作為主軸，探討環境氣味的有無在教育行銷領域中，是否會對消費者的學習成效、滿意度與購買意願有所影響，另外加入學習類型、學習動機作為干擾，檢視不同教育場景下是否適合加入環境氣味，以提供教育行銷領域銷售的新洞見。
本研究採取實地實驗法進行樣本收集，透過實際上消費者選擇報名之體驗課程場次進行環境氣味分配，樣本設定為年滿18歲且有金錢決策權之消費者，實驗採2（環境氣味：無vs.迷迭香）x2（學習類型：人文社會科學vs.自然科學x2學習動機（自願vs.不自願）的受測者間設計。實驗的重要發現如下：(1) 無添加氣味，相較於有添加環境氣味，可提升課程購買意願；(2) 當學習類型為自然科學科目時，添加環境氣味可以提升學習效果，且如果是非自願學習，還能增加課程內容滿意度；(3) 當學習類型為人文社會科學科目時，無論是自願學習或非自願學習，無環境氣味皆有助提升課程購買意願。
本研究結果擴增教育行銷領域中對於環境氣味效果的瞭解，另因應少子化的衝擊，本研究結果可以於教育領域針對授課領域類型、學習動機的差異，進而選擇環境氣味的有無，以期提升消費者的學習效果，並對課程滿意度與購買意願帶來正向影響。

Gaining consumers’ attention is one of the most critical objectives in marketing communication. However, in an era characterized by an overwhelming influx of promotional information, capturing consumers’ limited attention has become increasingly challenging. To enhance product sales, marketers often employ multisensory marketing strategies to attract consumer attention. Nevertheless, when applying senses beyond vision, these sensory cues must be carefully designed to achieve synergistic effects; otherwise, they may produce negative outcomes. In the field of educational marketing, few studies have focused on the use of environmental scent as a marketing tool for courses. This study focuses on olfactory marketing─one of the five sensory dimensions─to examine whether the presence or absence of ambient scent in the context of educational marketing influences consumers’ learning performance, satisfaction, and purchase intention. Additionally, learning type and learning motivation are incorporated as moderating variables to investigate whether introducing ambient scent is appropriate across different educational settings, thereby offering new strategic insights for marketing within the education sector.
The study adopts a field experiment design for data collection. Participants were recruited from actual consumers who enrolled in experiential courses, and ambient scent conditions were systematically manipulated. The sample comprised consumers aged 18 and above with independent financial decision-making authority. The experiment employed a 2 (ambient scent: none vs. rosemary) × 2 (learning type: humanities and social sciences vs. natural sciences) × 2 (learning motivation: voluntary vs. involuntary) between-subjects design. The key findings are as follows: (1) in comparison with scented conditions, the absence of ambient scent enhanced consumers’ purchase intention for the courses; (2) for natural science courses, introducing ambient scent improved learning performance, and under involuntary learning conditions, further increased satisfaction with course content; and (3) for humanities and social science courses, regardless of learning motivation, the absence of ambient scent was more conducive to enhancing purchase intention.
The results of this study extend current understanding of ambient scent effects within the educational marketing domain. In light of the challenges posed by declining birth rates, the findings offer actionable implications for the education industry by highlighting the importance of considering course discipline and learners’ motivation when deciding whether to incorporate ambient scent. Ultimately, these insights may help improve consumers’ learning effectiveness and foster positive outcomes in course satisfaction and purchase intention.

論文審定書 ……………………………………………………………… i
謝誌 ……………………………………………………………………… ii
中文摘要 ………………………………………………………………… iii
Abstract …………………………………………………………………… iv
目錄 ……………………………………………………………………… vi
圖目錄 …………………………………………………………………… viii
表目錄 …………………………………………………………………… ix
第壹章、緒論 …………………………………………………………… 1
第一節、研究背景 ……………………………………………………… 1
第二節、研究動機 ……………………………………………………… 6
第三節、研究問題 ……………………………………………………… 9
第四節、研究目的 ……………………………………………………… 9
第五節、研究流程 ………………………………………………………11
第貳章、文獻探討 ……………………………………………………… 12
第一節、嗅覺及氣味偏好 ……………………………………………… 12
第二節、環境氣味 ……………………………………………………… 13
第三節、精油與相關研究 ……………………………………………… 21
第四節、學習類型 ……………………………………………………… 27
第五節、學習動機 ……………………………………………………… 30
第六節、教育行銷 ……………………………………………………… 32
第參章、研究架構與假說 ……………………………………………… 35
第一節、研究架構 ……………………………………………………… 35
第二節、研究假說 ……………………………………………………… 35
第肆章、研究方法與實驗結果 ………………………………………… 43
第一節、預試：學習動機指導語操弄確認 …………………………… 43
第二節、正式實驗 ……………………………………………………… 51
第伍章、結論與建議 …………………………………………………… 76
第一節、主要研究發現 ………………………………………………… 76
第二節、研究意涵 ……………………………………………………… 84
第三節、研究限制和未來研究方向 …………………………………… 91
參考文獻 ………………………………………………………………… 97
一、中文文獻 …………………………………………………………… 97
二、英文文獻 …………………………………………………………… 99
附錄 ……………………………………………………………………… 116
附錄一、前測問卷：學習動機指導語操弄 ………………………… 116
附錄二、正式問卷 ……………………………………………………… 128

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