當數位媒體設計學生想像時－促動想像的因素探索與相關性研究

When Students Image: Factors and Their Correlation on Imagination Stimulation of Digital Media Design Students

陳聖智(Sheng-Chih Chen)；許明潔(Ming-Chieh Hsu)；張文山(Wen-Shan Chang)；梁朝棟(Chao-Tung Liang)

促進想像 ； 學習環境 ； 學習心理 ； 數位媒體設計 ； Imagination stimulation ； Learning environment ； Learning psychology ； Digital media design

教學科技與媒體

99期（2012 / 03 / 15）

2 - 18

繁體中文

本研究針對數位媒體設計領域，探討在不同設計階段中，影響學生想像促發的因素；以及因素之間的相互關係。本研究將數位媒體設計流程分為：前製、製作、後製等三個階段，針對環境與心理各個面向設計問卷，復經調查與統計分析得知：「社會構成」、「組織措施」與「做中悟」等三個因素對想像促發的影響最大。研究團隊亦發現，各階段的影響因素排序不同，也因此產生互異的促發作用。「社會構成」、「情緒感受」、「做中悟」和「自我效能」四者的高度連動，以及「物理環境」對「認知生產」與「情緒感受」的特別影響，均意味著教師在課程規劃、作業安排與教學策略上須要更細膩地考量與規劃。

The purpose of this study is to analyze what factors can stimulate students' imagination, and what correlation exists among them at different design phases in the field of digital media design. In this study, design process was divided into three phases: Pre-production, production, and postproduction. Our results show that the socially constructed, organizational, emotional sensibility and inspiration through action factors have the greatest influence. The influence of each factor is unique in different design phases, so that results in different effects. The high correlation among socially constructed, emotional sensibility, inspiration through action, and self-efficacy, as well as the special effect of psychical environment on the factors of cognitive generation and emotional sensibility, reveal certain implications for instructors to organize their curriculum plans, assignments, and instructional strategies.

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