21世紀培養學生的教育目標，需要培養能夠橫跨不同領域，處理複雜實際問題的人才，因此近年以「專題式學習」培養學生的教學策略被廣為提倡，為了幫助專題實作者能站在使用者的角度察覺潛在需求，「設計思考」這種以人為本的創新方法論被視為最突出方法之一，因此融合設計思考與專題式學習讓問題解決的學習成效更為顯著。 儘管現代科技蓬勃發展，當今卻仍然缺乏輔助設計思考專題的線上學習系統，因此本研究參考相關文獻與學習系統，和數位教育研究者及教學現場教師進行討論，設計並開發基於「設計思考」之「專題式學習」的「設計思考專題學習系統」，希望以資訊科技輔助學生以設計思考的鷹架流程進行專題討論，並以視覺化呈現討論的過程，同時提供學習歷程的呈現以便反思學習。 系統開發完成後對其初步評估採用「問卷調查法」 (Questionnaire Survey)，總共39位中華民國大專以上學生參與本研究，收集並評估學生對系統的科技接受度、對鷹架輔助功能及工具的知覺有用性以及系統建議與回饋。研究結果表示，多數受測者對於「設計思考專題學習系統」之科技接受度與鷹架輔助功能及工具知覺有用性均為正向回饋，並願意在未來的專題學習上使用此系統。最後由本研究之系統評估，對系統提出後續改善建議，作為後續「設計思考專題學習系統」之優化參考。 ;The educational goal of cultivating students in the 21st century requires cultivating talents who can deal with complex practical problems in different fields. Therefore, in recent years, the teaching strategy of cultivating students with "Project-Based Learning" has been widely advocated. In order to help the subject implementers perceive the potential needs from the perspective of users, "Design Thinking", a human-centered innovative methodology, is regarded as one of the most prominent methods. The integration of design thinking and project-based learning makes the learning effect of problem solving more significant. Despite the vigorous development of modern technology, there is still a lack of online project learning systems that assist design thinking. In order to support students to carry out design thinking project learning, the researcher referred to relevant literature and learning systems, and discussed with digital education researchers and on-site teachers, and finally developed the "Design Thinking Project Learning System" (DTPLS). "DTPLS" assists students to have a thematic discussion based on the scaffolding process of design thinking, and also visualizes the process of discussion. Finally, it provides a presentation of the learning process for reflection and learning. After the completion of the system development, its preliminary evaluation adopts the "Questionnaire Survey". A total of 39 college students or above from the Republic of China participated in this research. This research collected and assessed students′ technological acceptance of the system, perceived usefulness of scaffolding function, and feedback on the system. The results show that most students give positive feedback to "DTPLS" and are willing to use this system in future project learning. Based on the systematic evaluation of this study, suggestions for the system are proposed as a reference for the optimization of the subsequent "DTPLS".
