臺灣的設計科系大學生皆需修習大學四年級的「畢業專題製作」學分,做為理論與實務結合之運用,以小組合作學習之方式來激發設計科系大學生之創造傾向,使其能共同完成一項設計作品,做為大學四年學習成果之展現。本研究旨在探討設計科系大學生合作學習與創造傾向之現況,分析不同背景設計科系大學生於合作學習與創造傾向之差異情形。本研究經由文獻探討之理論發展調查問卷,以敘述統計、獨立樣本t檢定及Pearson積差相關等方法進行資料處理與分析,所得結果如下:1. 設計科系大學生於合作學習中最常運用「面對面正向互動」,最少運用「團體歷程」;2. 設計科系大學生於創造傾向中的表現以「挑戰性」為最佳,以「冒險性」為最差;3. 「女性」、「每週4次以上的互動頻率」及「面對面溝通管道」顯著有利於設計科系大學生之合作學習;4. 「有設計先備知識」及「面對面溝通管道」顯著有利於設計科系大學生之創造傾向;5. 不同性別和互動頻率的設計科系大學生,有不同的合作學習與創造傾向的相關結果。
The senior design-major college students in Taiwan must take the course of "Graduation Project" to generate creativity through cooperative learning and co-produce a piece of work. The study aims to investigate the circumstances of cooperative learning and creative tendency of design-major students, and how their cooperative learning and creativity tendency are related to their backgrounds. The study designed a questionnaire to collect data and analyzed the data by descriptive analysis, independent sample t-test, and Pearson's correlation. Results of the study showed that: 1. For the practices of cooperative learning, design-major college students most commonly used "face-to-face positive interaction", and least used "group processing"; 2. For the performances of creative tendency, design-major college students best performed "challenging", and worst performed "adventurous"; 3. "Female", "interact above 4 times a week" and "face-to-face communication" were significantly correlated with the cooperative learning of design-major college students; 4. "Prior designing knowledge" and "face-to-face communication" were significantly correlated with the creative tendency of design-major college students; 5. Design-major college students of different genders and interactive frequencies showed different correlations of cooperative learning and creative tendency.