跨域、设计与想象力之学习成效探究——数字游戏式学习融入互动程序设计教学之思与言

Exploring Learning Effectiveness of Interdisciplinary, Design and Imagination—Thoughts and Words on Integration of Digital Game-Based Learning into Interactive Programming Teaching

该研究将想象作为动词应用,透过PBL (Problem-Based Learning)认识想象的学术理论和设计实作意涵,活化想象的能力,包含叙事单元、想象单元、互动单元。1) 藉由探索问题导向的想象力激发,透过想象力教学策略,进而达成有效增进设计想象力。2) 叙事承接想象,探讨数字叙事的本质,提供与叙事有关的应用科技元素与方法。3) 互动单元模块透过交互式设计的基础科技技术与案例分析,尝试藉由相关案例搜集、设计试作、以及课程中教师讲授,透过探究方法来练习理论的操作面,以转化为完整的设计专题,进而能动手做及理解互动科技的原理原则。本研究之问卷分为两部份,第一部分为“互动设计与促发想象力”的相关因素,包括:“创作认知与动机”、“跨领域团队”、“创作环境”、“用户导向”、“媒材与案例使用”、以及“创造力”等构面,第二部分为“学习成效”。该研究针对78份有效问卷进行分析,以“互动设计与促发想象力”主构面来检视,受测者认为“创作环境”、“创作动机”与“媒材使用”对于“学习成效”是关联影响比较高的。若从“互动设计与促发想象力”的次构面的细项中可以了解受测者,则是“使用者经验满足”、“促发动机”、“案例回顾”、“群体气氛”与“组织文化与共同特质”对于“学习成效”是相对比较重要的。因而导入科技元素于设计课程可开启对想象的认知、研究与创作,同时练习深化及扩张想象、叙事与互动的内涵,可呈现作品及对应所学习之专业知识。

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.