整合多元學習鷹架之設計思考學習系統之開發與初步評估

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嚴均恩(Chun-En Yen) 查詢紙本館藏

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網路學習科技研究所

論文名稱

整合多元學習鷹架之設計思考學習系統之開發與初步評估
(Development and Preliminary Evaluation of a Design Thinking Learning System with Multiple Scaffolding)

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至系統瀏覽論文 (2028-7-6以後開放)

摘要(中)

二十一世紀核心能力和十二年國民基本教育中，皆強調「溝通與團隊合作」、「問題解決能力」、「思考能力」及「創新能力」，而設計思考被視為培養上述關鍵能力的有效方法之一。本研究旨在探討並改進設計思考活動中遇到的問題與挑戰，以便學習者能更有效地學習如何運用設計思考進行專案發想。透過實地調查與文獻回顧，本研究發現設計思考在教育場域的應用面臨諸多挑戰，包括：想法保存困難、缺乏流程概念導致方向迷失、設計思考階段對新手過於複雜、以及合適的創意發想空間及工具並非隨處可見，為解決這些問題，本研究基於學習者為中心的設計理論，開發一款整合多元學習鷹架與想法視覺化模組的「設計思考學習系統」，該系統旨在提供結構化的鷹架與工具，幫助學習者在設計思考過程中保持思路清晰，提高創意發想的效率和效果。
待系統開發完成後，本研究採用問卷調查法，針對三十二名大學生及研究生進行測試與分析，以評估「設計思考學習系統」的「科技接受度」和「學習鷹架與系統工具的知覺有用性」，並收集受測者的建議與回饋。經統計分析顯示，受測者普遍對「設計思考學習系統」持正面評價。本研究期望未來能持續改進該系統，使其在設計思考教與學中得到更廣泛的應用與實踐。

摘要(英)

The 21st-century core competencies and Taiwan′s Twelve-Year Basic Education Curriculum emphasize "communication and teamwork," "problem-solving skills," "thinking abilities," and "innovation capabilities." Design thinking is an effective method for developing these skills. This study addresses challenges in design thinking activities, enabling more effective project ideation.
Field investigations and literature review identified key challenges: difficulty preserving ideas, process disorientation, stage complexity for novices, and limited access to creative spaces and tools. A learner-centered design thinking system was developed, integrating diverse learning scaffolding and an idea visualization module to provide structured support and enhance creative ideation efficiency.
A survey involving 32 university and graduate students evaluated the "technology acceptance" and "perceived usefulness of learning scaffolding and system tools" of the Design Thinking Learning System. Participants′ feedback was generally positive. This study aims to continuously improve the system for broader application and practice in design thinking education.

關鍵字(中)

★ 設計思考
★ 知識翻新理論
★ 學習者為中心設計
★ 鷹架理論
★ 學習系統

關鍵字(英)

★ Design Thinking
★ Knowledge Building Theory
★ Learner-Centered Design
★ Scaffolding Theory
★ Learning System

論文目次

摘要 i
Abstract ii
致謝 iii
目錄 iv
表目錄 x
圖目錄 xii
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的 3
一、開發「整合多元學習鷹架之設計思考學習系統」 3
二、對已完成開發的「整合多元學習鷹架之設計思考學習系統」進行初步評估 4
第三節研究問題 5
一、學習者對於「整合多元學習鷹架之設計思考學習系統」之科技接受度為何？ 5
二、學習者對於「整合多元學習鷹架之設計思考學習系統」之學習鷹架及系統工具知覺有用性為何？ 5
三、學習者對於「整合多元學習鷹架之設計思考學習系統」之系統建議與回饋為何？ 6
第四節名詞解釋 7
一、設計思考（Design Thinking） 7
二、知識翻新理論（Knowledge Building） 7
三、以學習者為中心設計（Learner-Centered Design） 7
四、鷹架理論（Scaffolding Theory） 8
第二章文獻探討 9
第一節設計思考 9
一、設計思考概述 9
二、與敏捷式專案管理的比較 13
三、設計思考的實踐與挑戰 14
四、設計思考教與學的實踐與挑戰 15
五、小結 16
第二節知識翻新理論 17
一、知識翻新理論概述 17
二、知識翻新理論的實踐與挑戰 20
三、小結 20
第三節以學習者為中心設計 21
一、以學習者為中心設計概述 21
二、以學習者為中心設計的實踐與挑戰 22
三、小結 22
第四節鷹架理論 23
一、鷹架理論概述 23
二、鷹架理論的應用與挑戰 23
三、小結 24
第五節相關系統介紹及分析比較 25
一、相關系統介紹 25
二、相關系統與工具之分析比較 30
三、小結 36
第六節總結 37
第三章系統設計與實作 38
第一節系統開發方式 38
一、系統開發人員與參與者架構圖 38
二、系統開發流程 39
第二節系統設計與規劃 42
一、系統設計特色 42
二、系統功能模組 44
三、系統使用案例 49
四、系統使用流程規劃 58
第三節系統配置 60
一、硬體設備與環境 60
二、軟體建置 60
第四節系統介面與模組 61
一、登入註冊模組 62
二、設計思考活動管理模組 63
三、設計思考階段歷程檔案管理模組 67
四、設計思考階段流程管理模組 68
五、設計思考活動排程模組 70
六、想法視覺化模組 74
七、學習資料分析模組 78
八、設計思考檔案空間模組 79
九、即時聊天室 80
第四章研究方法 81
第一節研究對象 82
一、受測對象基本資料 82
二、受測對象之設計思考專案經驗 82
三、受測對象之專題合作經驗 83
第二節研究流程 84
一、施測及評估階段 85
二、結果分析階段 85
第三節系統評估流程 86
一、系統平台介紹 87
二、系統平台操作和實際討論 87
三、系統問卷施測與建議回饋 87
第四節研究工具 88
一、學習者對於「整合多元學習鷹架之設計思考學習系統」之科技接受度六點量表 88
二、學習者對於「整合多元學習鷹架之設計思考學習系統」之鷹架功能及系統工具知覺有用性六點量表 89
三、學習者對於「整合多元學習鷹架之設計思考學習系統」之其他回饋問卷 91
四、結果分析編碼方式 92
第五節資料收集與分析 93
一、資料收集 93
二、資料分析 93
第五章研究結果與討論 94
第一節學生對於「整合多元學習鷹架之設計思考學習系統」科技接受度 94
一、學習者對於「整合多元學習鷹架之設計思考學習系統」整體知覺有用性 94
二、學習者對於「整合多元學習鷹架之設計思考學習系統」整體知覺易用性 97
三、學習者對於「整合多元學習鷹架之設計思考學習系統」整體使用意願 99
四、小結與討論 101
第二節學生對於「整合多元學習鷹架之設計思考學習系統」之學習鷹架與系統工具知覺有用性評估 102
一、學習者對於「整合多元學習鷹架之設計思考學習系統」之概念鷹架知覺有用性為何？ 102
二、學習者對於「整合多元學習鷹架之設計思考學習系統」之反思鷹架知覺有用性為何？ 103
三、學習者對於「整合多元學習鷹架之設計思考學習系統」之流程鷹架知覺有用性為何？ 104
四、學習者對於「整合多元學習鷹架之設計思考學習系統」之想法視覺化模組知覺有用性為何？ 106
五、學習者對於「整合多元學習鷹架之設計思考學習系統」之系統工具知覺有用性為何？ 108
六、小結與討論 109
第三節學生對於「整合多元學習鷹架之設計思考學習系統」之系統建議與回饋 110
一、操作、功能回饋 110
二、 UI/UX 回饋 112
三、未來使用意願與原因 113
第六章結論與建議 115
第一節研究結論 115
一、「整合多元學習鷹架之設計思考學習系統」協助學生進行設計思考專案是有用的 115
二、「整合多元學習鷹架之設計思考學習系統」協助學生進行設計思考專案是容易使用的 115
三、「整合多元學習鷹架之設計思考學習系統」對學生而言，具有很高的使用意願 116
四、「整合多元學習鷹架之設計思考學習系統」提供之學習鷹架與系統工具對學生而言是有用的 117
第二節研究建議 118
一、系統改善建議 118
二、未來研究建議 119
參考文獻 120
附錄 127
附錄一學習者背景調查 127
附錄二學習系統科技接受度模型 129
附錄三學習鷹架與系統工具知覺有用性 132
附錄四學習者其他回饋 148

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指導教授

吳穎沺

審核日期

2024-7-23

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