Related Psychological Factors on Imagination Stimulation of Design Students

本研究旨在探討激發想像力的心理相關因素，及其在不同設計階段的作用情形。本研究之研究對象來自台灣12所設計相關類科的大學與碩士生，此外，本研究參照文獻與學期進行歷程，將設計階段區分為三個階段，分別為：問題定義與設計分析、概念發展與雛型製作、細部設計與溝通。研究結果首先顯示，正向情緒對激發學生想像運思具高度影響力，接著依次為促發動機、做中悟、自我效能、生產認知、壓力與挑戰等因素，同時，此激發效應於設計的第一階段尤為明顯；其次，研究亦發現性別、年級，以及學校類型於不同設計階段的影響，亦有互異情形；最後，本研究提出對激發設計系所學生想像力之課程設計與教學發展之參考。

關鍵字

設計教育；激發想像；心理因素

並列摘要

The purpose of this study was to investigate an array of psychological factors that can stimulate imagination and to explore how these factors manifest in different design phases. The participants of this study were students in the field of design from twelve universities across Taiwan. The design process was divided into three major phases: problem definition and design analysis, concept development and prototyping, and detailed design and communication. The results of our study showed that the factor of positive emotion has the strongest influence on imagination stimulation, followed by the facilitative motivation, inspiration through action, self-efficacy, generative cognition, and stress and challenge factors. These effects were significantly shown in the design process; especially in phase one (problem definition and design analysis). In addition, our results indicated that there were significant differences among genders, academic standings, and institutions in the three design phases. Finally, the implications of this study on designing curriculum and instruction to inspire students' passions were discussed.

並列關鍵字

design education ； imagination stimulation ； psychological factors

參考文獻

Cross, N.(Ed.)(1984).Developments in design methodology.Chichester:Wiley.

Google Scholar

Austin, S.,Baldwin, A.,Li, B.,Waskett, P.(1999).Analytical design planning technique: A model of the detailed building design process.Design Studies.20(3),279-296.