導入團隊導向學習於人因工程教學之成效

Effects of Introducing Team-Based Learning to the Human Factors Engineering Teaching

駱信昌(Hsin-Chang Lo)

《人因工程學刊》 23卷1期 (2022/01) Pp. 61-74

https://doi.org/10.6273/JES.202201_23(1).0004

摘要

隨著科技產品的功能愈來愈復雜，也愈來愈強調人性化介面的情況下，身為設計師必須具備紮實的人因工程知識，才得以處理日益複雜的人機介面設計工作。面對以實作為主的產品設計教學現場，教師大多採傳統課堂教學的上課方式講授基礎知識，學生學習完課程僅是瞭解、熟記課程理論，缺少應用、分析的高階認知能力，也難以將學習到的知識應用到真實產品設計流程。因此，本研究導入團隊導向學習（Team-Based Learning, TBL）於人因工程教學，並探討：（1）以團隊導向學習介入教學是否能提升學習成效；及（2）以團隊導向學習介入教學是否能將所學知識應用於實務設計流程。結果發現，（1）以團隊導向學習為主的實驗組，在課後知識測驗成績與知識考核成績皆顯著高於對照組，表示採用此教學策略的短期與長期記憶效果皆優於對照組的傳統課堂教學；（2）實驗組的應用活動報告成績顯著高於對照組，表示採用團隊導向學習教學策略時，學生將所學到的知識應用到設計流程的能力優於對照組。由此可知，導入團隊導向學習教學策略，解決了設計科系教師於人因工程課程教學現場所遇到理論與實務脫節的問題。

關鍵字

翻轉教室 ； 團隊導向學習 ； 人因工程

並列摘要

With the progress of science and technology, the functions of technology products becoming more and more complex, therefore humanized interface is becoming more and more important. A designer must have a solid human factors engineering (HFE) knowledge to be able to solve the increasingly complex human-machine interface design work. Facing practice-oriented product design teaching site, most teachers still use the using traditional lecture-based strategy to teach basic knowledge. After the course, students only understand and memorize the theory of the HFE course after completing the exam. They lack the high-level thinking abilities of application and analysis, and it is more difficult to apply the learned HFE knowledge to real product design process. Therefore, this research introduces team-based learning (TBL) into human factors engineering teaching and discusses to explore: (1) whether TBL intervention can improve learning effectiveness; (2) whether TBL intervention can apply the knowledge learned to the practical design process. The results showed that (1) the scores of the post-classroom exam and knowledge assessment of the experimental group were significantly higher than those of the control group, indicating that the short-term and long-term memory effects of the TBL strategy were better than those of traditional lecture-based one. (2) The knowledge application ability of the experimental group is significantly higher than that of the control group, which means that the students in the experimental group are better than the control group in applying the learned knowledge to the product design process after adopting the TBL strategy. It's concluded that the TBL teaching strategy has solved the teaching problem between theory and practice encountered by design teachers in the teaching field of human factors engineering courses.

並列關鍵字

Flipped Classroom ； Team-Based Learning ； Human Factors Engineering