設計思考與雙師協同教學在跨領域課程中的實踐：探索影視、動畫、遊戲學生的技術轉移與學習挑戰

Design Thinking and Coteaching in Cross-Disciplinary Courses: Exploring Technology Transfer and Learning Challenges Among Film, Animation, and Game Design Students

本研究探討「互動設計（二）」課程中，結合設計思考與雙師協同教學對數位媒體設計系學生跨域合作的影響。研究對象涵蓋影視、動畫及遊戲專業66名學生，實驗發現設計思考能顯著提升學生的群體自我效能與合作能力，而視覺化工具則有助於優化企劃品質。結果顯示動畫專業學生在技術整合表現最為突出，而不同專業間的「認知距離」會直接影響學習滿意度。對教師而言，協同教學雖促進了跨域知識內化，卻也帶來技術更新壓力與隱性勞動的挑戰。研究最終建議應建立韌性教學模式，透過差異化教學路徑與資源共享，打造永續的跨域教育典範。

This study examined the influence of integrating design thinking and coteaching into an Interaction Design (II) course on interdisciplinary collaboration among 66 digital content design students from film, animation, and game design specializations. The results indicate that design thinking significantly enhanced the students’collective self-efficacy and collaborative capabilities and that visualization tools enhanced project planning quality. In addition, animation students demonstrated strong technical integration, and the cognitive distance between specializations directly influenced learning satisfaction. For instructors, coteaching facilitated cross-disciplinary knowledge internalization but introduced challenges such as technical update pressures and increased invisible labor. To address these problems, this study recommends establishing resilient teaching models through differentiated learning pathways and resource sharing to create sustainable interdisciplinary educational paradigms.