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    題名: 數位設計教育中創新行為模式與跨領域創新研究之促發想像的影響因素
    Exploring Learning Effectiveness of Interdisciplinary, Design and Imagination—Thoughts and Words on Integration of Digital Game-Based Learning into Interactive Programming Teaching
    作者: 陳聖智
    Chen, Sheng-Chih
    王爱莉
    貢獻者: 傳播學院
    關鍵詞: 設計想像力;數字內容設計;跨領域研究;程序語言與互動科技;學習成效
    Imagination in Design; Digital Content Design; Interdisciplinary Research; Programming Language and Interactive Technologies; Learning Effectiveness
    日期: 2021-07
    上傳時間: 2022-02-11 14:57:59 (UTC+8)
    摘要: 該研究將想像作為動詞應用，透過PBL (Problem-Based Learning)認識想像的學術理論和設計實作意涵，活化想像的能力，包含敘事單元、想像單元、互動單元。 1) 藉由探索問題導向的想像力激發，透過想像力教學策略，進而達成有效增進設計想像力。 2) 敘事承接想像，探討數字敘事的本質，提供與敘事有關的應用科技元素與方法。 3) 互動單元模塊透過交互式設計的基礎科技技術與案例分析，嘗試藉由相關案例蒐集、設計試作、以及課程中教師講授，透過探究方法來練習理論的操作面，以轉化為完整的設計專題，進而能動手做及理解互動科技的原理原則。本研究之問卷分為兩部份，第一部分為“互動設計與促發想像力”的相關因素，包括:“創作認知與動機”、“跨領域團隊”、“創作環境”、“用戶導向”、“媒材與案例使用”、以及“創造力”等構面，第二部分為“學習成效”。該研究針對78份有效問捲進行分析，以“互動設計與促發想像力”主構面來檢視，受測者認為“創作環境”、“創作動機”與“媒材使用”對於“學習成效”是關聯影響比較高的。若從“互動設計與促發想像力”的次構面的細項中可以了解受測者，則是“使用者經驗滿足”、“促發動機”、“案例回顧”、“群體氣氛”與“組織文化與共同特質”對於“學習成效”是相對比較重要的。因而導入科技元素於設計課程可開啟對想像的認知、研究與創作，同時練習深化及擴張想像、敘事與互動的內涵，可呈現作品及對應所學習之專業知識。
    This study applied imagination as a verb to understand the academic theories and design practical implications of imagination and to activate the ability of imagination through PBL (problem-based learning), and it included the narrative unit, imagination unit, and interaction unit. 1) Through the exploration of the problem-based imagination stimulation via the teaching strategy of imagination, the design imagination can be effectively enhanced. 2) As narrative inherits imagination, the essence of digital narrative was explored to provide applied technology elements and methods related to narratives. 3) In the interaction unit module, the basic technology and case analysis of interactive design were used in an attempt to practice the operational aspects of the theory through inquiry methods via collecting related cases, design trial works and lectures by teachers in the course. By doing so, they can be transformed into a complete design topic, and then the participants can do it by hand and understand the principles and rules of interactive technology. The questionnaire of this study was divided into two parts. The first part was about the factors related to interactive design and stimulating imagination, including creative cognition and motivation, cross-domain teams, creative environment, user-oriented, media and case use, creativity and other dimensions. The second part is learning effectiveness. The 78 valid questionnaires were adopted for analysis in this study, and the main dimension of interactive design and stimulating imagination was examined. The participants believe that creative environment, creative motivation and media use have a relatively high correlation and influence on learning effectiveness. When the participants were understood from the sub-dimensions of interactive design and imagination, user experience satisfaction, promoting motivation, case review, group atmosphere, and organizational culture and common traits were relatively important for learning effectiveness. Therefore, the introduction of technological elements into the design curriculum can open up the cognition, research and creation of imagination, while practicing imagination deepening and expanding, as well as the connotation of narration and interaction can present the works and the corresponding professional knowledge learned.
    關聯: 社會科學前沿, Vol.10, No.7, pp.1941-1954
    資料類型: article
    DOI 連結: https://doi.org/10.12677/ASS.2021.107268
    DOI: 10.12677/ASS.2021.107268
    顯示於類別:[傳播學院] 期刊論文

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