設計教育中促進想像的學習環境因素及其作用

A Preliminary Study of the Influences of Learning Environment for Stimulating Imagination in the Design Education

本研究為一初探性研究，針對視覺傳達、產品、數位內容等3大設計領域，探討學習環境對促進學生想像的影響；以及在不同學習與設計階段中，環境因素對促進想像的作用。本研究將學習及設計歷程分為：問題探索與設計分析、構想發展與雛型製作、設計定案與成果展示等3個階段，針對學習環境的4大構面設計量表，復經調查與統計分析得知：「群體氣氛」與「社會組織與人際互動」兩個構面對想像的促進影響最巨。本研究亦發現，各個階段的環境因素排序不同，也因此產生互異的促進作用。本文總結呼籲，設計教育者必須更注重，如何由外在環境來建立學生的意象記憶，再透過內在心理來瞭解這些記憶的發展與演化，進而型塑成為設計專業所需的想像力。

This preliminary study is aimed at exploring the environment factors and theirpriming role on imagination in the diverse fields of design education such as visualcommunication， product， and digital content design. The research team divides thelearning/design process into three stages including: issue identification and designanalysis， design development and prototyping， as well as design finalizing andexhibiting. The team then designs a questionnaire according to the four facets oflearning environment and explores the influence of the four facets on eachlearning/design stage. The results of this study indicate that the facets of “groupatmosphere” and “social organization and interpersonal interaction” have the mostprofound influence on imagination stimulation. The factors are ranked differently oneach stage， so there are differences in their priming effects. The study is called fordesign education professionals should put more efforts on helping students to createtheir image memories from external environment， and on understanding thedevelopment and evolution of these memories through studies of learning psychology.The creation and development of image memories would then be expected to shapethe imagination capability needed for design professionals.