- 學位論文
工業設計碩士班學前本科與非本科學生於設計過程之能力差異研究-設計概念發展到實體化階段
A Study on the Differences in the Design Abilities during the Process between Industrial-Design Undergraduate Majors and Non-Majors – from Conceptualization to Materialization.
摘要
台灣的工業設計碩士生中，大學非工業設計系畢業者日趨增加，雖然不同科系背景的學生可注入更多元的想法，但他們通常未接受完整的產品設計課程訓練，在2D草繪到實體化之設計階段及產品細部設計的呈現都有不同面向產生。本研究針對大同大學工業設計碩士班學生，首先以問卷調查受測學生之學習背景，再以「徒手草繪」及使用「電腦繪圖軟體」兩種方式進行「抄圖實驗」；並比較兩類學生在「2D概念草繪」、「模型製作」到「3D電腦外觀建構」這三種設計階段中有何差異。 受測學生在實驗中的設計成果由六位專家進行評分，再排序實驗過程中各動作編碼出現之頻率；接著將所有資料之平均數以獨立樣本t檢定與單變量變異數分析進行比較。統計結果顯示，無論受測者大學是否為工業設計系畢業，在「草繪抄圖」、設計實驗各階段及階段間之差異程度，專家平均分數皆無顯著差異；「電腦繪圖抄圖」部分，本科系背景學生分數顯著較高；在設計實驗之「模型製作」部分，動作分析之動作編碼「c」有顯著差異，而學習背景與「碩士班年級」之間有顯的交互作用；另外在「3D電腦外觀建構」階段，則與「研究所是否有參與過設計競賽」有顯著相關；雖然各階段之任務間的差異程度與是否為本科系學生無顯著差異，但非本科生之差異程度高於本科系學生。非本科生差異程度較大是由於起步較晚經驗少，將構想實體化的表達能力較弱，原先預想之草繪，難以建構成實體模型；本科生差異程度大之原因則為商品化而做修改，其設計概念是不變的。期望研究結果能提供對工業設計領域有興趣之非本科生做為就讀之參考。
並列摘要
Among the Taiwan’s industrial design graduate students, the non-industrial design-originated university graduates are on the increase. Although students of different science backgrounds may bring in a number of ideas, they usually have not completed all their product design training courses but have presented in different dimensions from 2D sketching to the design phase of entities and product detail design. In this study, an investigation was conducted on the education background of two types of students, namely, industrial design-originated students and non-industrial design-originated students before school. Then, the “copy map experiment” was conducted using two ways: “sketching copy map” and “computer graphics copy map.” In the final stage, comparison was made to find out the difference between two types of students in the “design experiment,” which consisted of three phases: “concept sketch,” “model making,” and “computer graphics.” Six experts assessed the design results of the tested students in the experiment and encoded each motion in the experiment for analysis. The experimental data were analyzed conducting t test of the independent sample and compared using ANOVA. The statistics results show that in the part of “computer graphics copy map,” the industrial design-originated students have a significantly higher score; in the “model making” part of the design experiment, the motion analysis motion coding c-“specific” shows significant differences, and there is a significant interaction between the learning background and “Master Grade.” As to the “3D computer exterior construction” phase, there is a significant correlation with “whether or not the Institute has ever participated in the design competition.” Although being an industrial design-originated student has no significant difference on the degree of difference between the tasks of each phase, the degree of difference of the non-industrial design-originated student is higher than that of the industrial design-originated student. The higher degree of difference of non-industrial design-originated students may be due to a late start with little experience, a weaker expression ability to turn the concept into entities, and difficulty with building a solid model from the previously constituted sketch. The reason for a higher degree of difference for the industrial design-originated student is the change for commercialization due to consistency of the design concept. It is hoped that the study results can be used as references for non-industrial design-originated students interested in studying the field of industrial design.