促發數位設計學生想像的心理因素及其影響

The Psychological Factors of Imagination Stimulation for the Students in the Field of Digital Design

許育齡(Yu-Ling Hsu)；陳聖智(Sheng-Chih Chen)；許明潔(Ming-Chieh Hsu)

數位設計 ； 促發想像 ； 學習心理 ； Digital design ； Imagination stimulation ； Learning psychology

教學科技與媒體

98期（2011 / 12 / 15）

16 - 31

繁體中文

本研究針對數位設計領域，探討促發學生想像的心理因素，以及這些因素在不同設計階段產生影響的差異與歷程。本研究針對學習心理與想像相關的五個因素設計問卷工具，並將數位設計流程分為：前製、製作，與後製等三個階段進行施測。研究結果發現：「做中悟」是平均影響學生最高的因素；「促發動機」與「情緒感受」則在初始階段影響較為顯著，接著隨之趨緩；「自我效能」則從設計的第二階段起其影響逐漸提升。研究總結顯示，學習心理的五個因素對數位設計者的想像促發有互異作用，並隨階段不同而顯現影響程度的排序差異。

This study aims to explore which psychological factors are profoundly stimulating imagination in the field of digital design and how these factors work during different design phases. We designed a questionnaire according to the five psychological factors of learning and investigated the students' opinions. In addition, we divided the design process into three phases: Pre-production, production, and post-production. The study's results indicated that being inspired by doing is the most profound factor that stimulates the imagination in the field of digital design. Next, the two factors of facilitative motivation and emotional sensibility influence the sparking of the imagination during the initial phase and with a lesser effect during the second and third phase. Finally, the self-efficacy factor profoundly influences the imagination's operation during the second phase. To sum up the results, we reveal that the five psychological factors explored have different effects on stimulating the imagination and on each design phase as well.

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