不同學習風格學生在室內設計課程之學習成效 -以中原大學為例

Learning Achievements of Students with Different Learning Styles in Interior Design -An Example Based on Chung Yuan Christian University-

謝欣芮(HSIN-JUI HSIEH)

指導教授 ： 陳歷渝

中原大學/設計學院/室內設計研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400695

摘要

因現代社會進步與文明發展，室內設計逐漸成為提升人類生活品質及創造舒適空間的產業，室內設計教育也因產業發達而日益蓬勃發展。本研究主要目的在:探討不同學習風格的學生在「室內設計」課程的學習方式及其成績表現。研究採用問卷調查法，利用改編之「Kolb學習風格量表」及「室內設計課程學習問卷」，以修習「室內設計(四)」課程之大三學生，為問卷調查對象。除了個人基本資料外，問卷內容涵蓋「室內設計(四)」課程的學習狀況，包括：平均每週會花多少時間在設計工作上、每次討論平均會花多少時間、進行設計時的工作步驟、在草圖及電腦繪製階段進行的優先順序、在概念發想階段喜歡使用的表達工具、與組員討論會利用的管道、與組員討論喜歡使用的討論方式、各階段喜歡使用的方式及過程中使用的軟體。所有受測者先藉由Kolb學習風格量表區分為四種不同的學習風格學生，利用敘述統計中的次數分配表、描述性統計及複選題中的次數分配表再進行分析。學期成績分成三部分進行統計，包括：整體趨勢、級距差異、離散程度(集中趨勢)。研究結果顯示:發散者在學習上不太喜歡思考，且須以圖像來幫助學習，建議可多增加邏輯的訓練，並將文字化作圖案方便學習；同化者學習上缺乏行動力傾向以想像力行動，但喜歡多觀察周遭事物，建議多在過程中採取實際行動；調適者在學習上喜歡用感覺解決問題，並缺乏美感及想像力，建議多看相關資料或書籍等建立自己的視野；收斂者在學習上依賴別人獲取資訊，且缺乏耐心，建議應多增加實際行動自行尋找資料來學習。

關鍵字

學習風格、學習成效、室內設計

並列摘要

Due to modern social progress and the development of civilization, interior design has gradually become an industry for improving the quality of life and the creation of a comfortable space. Interior design education has also flourished due to industrial advancement. The purpose of this study is to explore the way students with different learning styles learn in “interior design” course and their academic performance.
The questionnaire survey method was adopted in this study. The adapted “Kolb learning style inventory” and “Interior Design Course Learning Questionnaire” were used, with 3rd-year university students enrolled in Interior Design IV as the survey respondents. In addition to personal information, the questionnaire content covered the situations of the students engaged in Interior Design IV learning, including “the average time spent on design work every week”, “the average time spent on every discussion”, the “work steps during design”, “the priority of draft and computer-aided stages”, “the tools preferred for expression during the conceptualization stage”, “channels used for discussion with group members”, “group members’ preferred way of discussion”, and “software preferred in different stages and during the processes”.
All the respondents were divided into four types of learning styles through the Kolb learning style inventory. Using the frequency distribution table in descriptive statistics, and the frequency distribution table in descriptive statistics and multiple-choice questions, analysis was conducted again. The semester performance was divided into three parts for tally, including overall trend, level differences, and degree of dispersion (central tendency). Findings show that divergers do not enjoy thinking, so images are used to help them learn. It is suggested that logic training be incorporated and text be converted into images to facilitate learning. Assimilators lack the initiative to take action. They tend to act based on their imagination, but prefer to observe things in the surroundings. It is suggested that practical action be taken during the process. Accommodators prefer solving problems based on their feelings. They lack aesthetic sense and imagination. It is suggested that they read relevant information or books to broaden their horizons. Convergers depend on others to acquire information during learning and lack patience. It is suggested that they take more practical action to search for information for learning.

並列關鍵字

Learning style、Interior Design、learning effects

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