設計、跨界、想像力─設計教育中促發想像的影響因素、作用機制、教學策略與學習成效-數位設計教育中促發想像的影響因素、作用機制、教學策略與學習成效II

Abstract

本計畫的研究目的在於探究數位設計教育促發想像力的歷程、促發因素、作用機制與成果，透過教學實驗，提出具體數位設計教材、學習成效評量機制與教學策略，作為改進數位設計教育的教學方法提供參考與建議。其研究向度分為兩部分，第一部分為互動科技教學中促發想像力之探究, 第二部分為學習科技教學中促發想像力之探究。透過這兩部分的研究探討想像力在數位設計教育中的影響因素、作用機制、教學策略與學習成效。在研究方法上，本計畫採取質性與量化研究併行，研究工具為教學試教、教材設計，透過教學實驗設計得出數位設計教育的教學策略。本研究將運用總計畫所發展的評測工具施測，了解有助於學生想像的因素。資料初步將依文獻回顧所建立之編碼結構分析，並在分析過程中持續更新組織編碼，以期對研究主題有深入之了解。研究探討的內容與步驟分為五部分：探討數位設計創作與互動科技和學習科技互動的歷程；互動科技和學習科技課程設計與觀察體驗；設計產出與創作過程紀錄分析；探討設計、構想轉化與想像力的關係；進行半結構式訪談；建立數位設計教育教學教材與修訂評測想像力促發量表。 \r\nThe aim of the research is to explore the process that stimulates the imagination of the students in the course of digital design and the stimulating factors and mechanism and the learning effects. Through the teaching experiments, concrete digital design teaching materials, learning evaluation mechanism, and teaching strategies will be proposed in the hope of improving the pedagogy of digital design education. There are two dimensions of research: one is the imagination-stimulating analysis of design teaching using interaction technologies, and the other is the analysis of design teaching using learning technologies. The analysis includes the reciprocal effects of imagination and teaching, imagination-stimulating factors and mechanism, teaching strategies and learning effects of digital design education. The data will be collected using both qualitative and quantitative methods which include teaching, teaching material designing and teaching strategies of digital design derived from teaching experiments. The assessing tool used to find the imagination-stimulating factors has been developed by the main project. The data will be first structurally analyzed according to the list of codes based on the literature review. However, the codes will be kept updated for the purpose of better research results. There are five stages to the study: exploring the interactions between digital design creation and interaction technologies/learning technologies; designing curriculum using respectively interaction technologies and learning technologies and classroom observation; analyzing design outputs and creating process records; analyzing relationships among design, idea transformation and imagination; conducting semi-structured interviews; creating digital design teaching material and revising the imagination-stimulating assessment tool.