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。 ;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.
