簡易檢索 / 詳目顯示

研究生: 梁迪翔
Liang, Ti-Shiang
論文名稱: 經驗學習循環應用於設計思考─以「保存」創作為例
The Application of Experiential Learning Cycle on Design Thinking ─ Using “Preservation” Creation as an Example
指導教授: 梁桂嘉
Liang, Kuei-Chia
學位類別: 碩士
Master
系所名稱: 設計學系
Department of Design
論文出版年: 2015
畢業學年度: 103
語文別: 中文
論文頁數: 81
中文關鍵詞: 經驗學習循環設計思考
英文關鍵詞: experiential learning cycle, design thinking
論文種類: 學術論文
相關次數: 點閱:139下載:42
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 從過往的經驗中,可以得到設計靈感,網路上也有各種提供靈感的網站,但是經驗轉換成靈感再轉換成設計的過程,就需要運用方法導入設計思考的過程中。本研究目的在探討從教育領域的經驗學習循環中,尋求適合應用到設計思考上的方式。其研究目標有三:第一,分析經驗對個人的意義與設計屬性的轉換。第二 ,從文獻探討中,將創意思考整合經驗學習循環,使其能應用到設計思考上。第三,以「保存」個人創造驗整此討論過後的經驗學習循環理論,歸納其操作過程以作為後續研究及設計的參考模式。

    在文獻整理的過程中,將經驗學習循環放入了創造力思維,產生一經驗學習循環應用於設計思考圖。透過設計創作的過程去探討在設計中經驗所扮演的角色與轉變,並驗證及修正前產出的經驗學習應用於設計思考圖,這邊以「保存」為題進行個人創作。

    本研究結果:第一,經驗學習循環應用於設計思考圖能將經驗進行不同層級上的拆解與組合,同時這也是一個不斷進行中的體驗過程,使最後產生的設計能有其延續性及意外性,且呈現原始的主題進行發展。第二 ,原經驗學習循環中有四個步驟:情感體驗、觀察記錄、思考分析與設計行動。但在應用於設計思考之後,其四個步驟的邊界並不明顯,可被視為理性與感性間的轉換與理解:情感體驗,觀察記錄,思考分析與設計行動。情感體驗與觀察紀錄是感性的理解與轉換的過程,思考分析與設計行動則是理性轉換的循環。

    People could get design inspirations from their past experience and there are also a lot of websites providing inspirations. In the process of transforming from experience to inspirations and to designs, we need to use some methods in design thinking process. There are three goals in the study: to analyze the meanings from personal experiences and then to transform them into design languages; second, to think about how to apply the model of experiential learning cycle to product design thinking. The model could be adjusted from the previous research; third, after modifying the theory of experiential learning cycle, the research will testify the theory by a series of "Preservation" creations.

    During the process of literature arrangement, the new application model on design thinking is developed from the experiential learning cycle with creative thinking theories. And the role that experience is played in design and the transforming of experience in design are exploded during the process of design creating. The new application model is also verified and revised during the process of design creating. In this study, the theme of the design creation is "Preservation ".

    The results of the study: first, experience could be disassembled and be composed in different hierarchies in this model (the application of experiential learning cycle on design thinking) . Meanwhile, it is also a continuing experience process which makes design with continuing and accidental properties. The process would be developed to present the original theme. Second, there are four steps in the original experiential learning cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation. But after being applied in design thinking, the boundaries between four steps are found out not very clear. The new four steps are experiencing, recording, analyzing and designing. The new cycle could be seen as translation and understanding between emotion and ration. Experiencing and recording can be classified as emotional area and the other steps can be classified as rational area.

    中文摘要 -------------------------------------------Ⅰ 英文摘要 -------------------------------------------Ⅱ 目錄 ------------------------------------------Ⅲ 圖目錄 ------------------------------------------Ⅴ 表目錄 ------------------------------------------Ⅶ 第一章、緒論 ---------------------------------------01 1.1 研究背景與動機 ----------------------------------01 1.2 研究目的 ---------------------------------03 1.3 研究目標 ---------------------------------04 1.4 研究流程與架構 ----------------------------05 第二章、文獻探討 -----------------------------------06 2.1 經驗學習 -----------------------------06 2.1.1 經驗 --------------------------------06 2.1.2 經驗層級 --------------------------------08 2.1.3 經驗學習理論 ---------------------------------14 2.2 創造力 -----------------------------19 2.2.1 創造性思維 ---------------------------------19 2.2.2 創意開發方法 ---------------------------------21 2.3 小結 ------------------------------------------24 第三章、創作流程與方法 ------------------------------29 3.1 創作架構說明 -----------------------------------29 3.2 創作分析 ------------------------------33 3.2.1 創作主題定義 ----------------------------------33 3.2.2 創作方法分析 ----------------------------------36 3.3 創作驗證過程 -----------------------------------39 3.3.1 情感體驗 --------------------------------------39 3.3.2 觀察記錄 --------------------------------------41 3.3.3 思考分析 --------------------------------------43 3.3.4 設計行動 --------------------------------------47 第四章、創作成果 -------------------------------------59 4.1 創作成果一 --------------------------------------60 4.2 創作成果二 ---------------------------------------62 4.3 創作成果三 ---------------------------------------64 4.4 創作成果四 ---------------------------------------66 第五章、結論 -----------------------------------------68 5.1 經驗學習循環對設計的影響 --------------------------68 5.2 經驗學習循環在思考模式的應用 ----------------------71 5.3心得與建議 ---------------------------------------73 參考文獻 --------------------------------------------76

    中文文獻
    王甦、汪安聖(2004)。認知心理學。臺北:五南。
    文化資產保存法(2011年11月9日)。中華民國文化部。
    汪復進、李上發(2002)。食品加工學(上)。台北:新文京開發。
    沈翠蓮(2005)。創意原理與設計。台北:五南圖書
    杜正宇(2010)。台美歷史保存的發展與比較。文化資產保存學刊,14,17-36。
    林榮泰(2009)。文化創意產品設計:從感性科技、人性設計與文化創意談起。人文與社會科學簡訊,1 1(1),32-42。
    岩素芬(2010)。國立故宮博物院文物保存維護的實踐。文化資產保存學刊,1(1),47-54。
    徐啟賢、林榮泰(2011)。文化產品設計程序。設計學報, 16( 4),1-18。
    郭有遹(2001)。創造心理學。台北市:正中書局
    許文廷(2003)。埃及:連結天與地的金字塔。台北:旗林出版。
    莊展榮(2007)。體驗學習應用在綜合活動領域之個案研究(碩士論文)。國立臺北教育大學,台北市
    張曉芒(2008)。創新思維方法概論。北京:中央編譯出版社
    陳韋伸(2012)。歷史建築修復與再利用過程之探討-以台中市役所為例。文化資產保存學刊,20,27-50。
    陸洛、黃姝文(1999)。走過哀傷 走過死蔭幽谷─器官捐贈家屬之哀傷反映。中華民國器官捐贈協會會刊,18,7-10。
    楊裕富(2000)。創意活力:產品設計方法論。台北:田園城市文化公司
    彭聃齡、張必隱(2000)。認知心理學。台北:東華書局。
    經觀榮(2005)。創造學。台北:新文京開發。
    蔣勳(2008)。身體美學:讓你的身心永遠從容自得。台北:遠流出版。
    趙偉順、張玉山(2011)。經驗學習理論在生活科技課程的教學應用-以「扭轉乾坤」曲柄玩具單元為例。生活科技教育,44(6),1-21。
    劉振維(2012)。服務-學習課程理論之芻議。止善。13,121-144。
    謝智謀(2003)。另類學習方式-體驗學習。教師天地,127,6-13。

    英文文獻
    Anderson, S. P. (2011). Seductive Interaction Design: Creating Playful, Fun, and Effective User Experiences. CA: Pearson Education.
    Batey, M.& Furnham, F. (2006). Creativity, Intelligence and Personality: A Critical Review of Scattered Literature. Genetic, Social and General Psychology Monographs, 132(4), 355-429.
    Buchenau, M., & Suri, J. F. (2000). Eexperience Prototyping, In D. Boyarski & W. A. Kelloqq (Eds.), Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and technique (pp. 424-433). NY: ACM. doi: 10.1145/347642.347802
    Corbett, A. C. (2005). Experiential Learning Within the Process of Opportunity Identification and Exploitation. ENTREPRENEURSHIP THEORY and PRACTICE, 29(4), 473-491. doi: 10.1111/j.1540-6520.2005.00094
    Campball, J.& Moyers, B. (2011). The Power of Myth. Knopf Doubleday Publishing Group.
    Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
    Dewey, J. (2012). Democracy and Education. Start Publishing.
    Escallon, C. (2010). DROOG DESIGN: SENSE AND EXPERIENCE, (Master's thesis, Notre Dame, Indiana). Retrieved from http://etd.nd.edu/ETD-db/theses/
    available/etd-04122010-161519/
    Fernández-Armesto, F. (2002). Food: a history. Australia: Pan Macmillan Australia Pty, Limited.
    Fleming, F.& Lothian, A. (2004)。邁向永恆之路:埃及神話(Ancient Egypt's Myths and Beliefs)。(余黛玉譯)。台北:知書房出版。(原著1997年出版)。
    Fisk, P. (2011). Creative Genius: An Innovation Guide for Business Leaders, Border Crossers and Game Changers. UK: Wiley.
    Hauffe, T. (1998). Design: A Concise History. London: Laurence King Publishing.
    Hoffmann, F. (2005). Encyclopedia of Recorded Sound. NY: Routledge.
    Hakim, N. M. (2008). We Must Preserve Our Distinction or Die. AZ: Secretarius Incorporated.
    Hassenzahl, M. (2010). Experience Design: Technology for all the Right Reasons. CA: Morgan & Claypool.
    Hanington, B.& Martin, B.(2012). Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions. MA: Rockport Publishers.
    Jordan, P. W. (2002). Designing Pleasurable Products: An Introduction to the New Human Factors. Philadelphia, PA: Taylor & Francis.
    John Dewey. (2007). Experience and Education, Simon and Schuster.
    Jarvis, P., Holford, J.& Griffin, C. (1998). The Theory and Practice of Learning. London: Kogan Page.
    John D.Bransford et al. (2004). How People Learn: Brain, Mind, Experience, and School.WA: National Academies Press.
    Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. NJ: Prentice-Hall.
    Kolb, A. Y.& Kolb, D. A. (2012). Experiential Learning Theory, In N. M. Seel(Eds.), Encyclopedia of the Sciences of Learning ,( pp. 1215-1219). NY: Springer Science+ Business Media.
    Kolb, D. A., Boyatzis, R. E.,& Mainemelis, C. (2002). Experiential learning theory: Previous research and new directions. In Sternberg R. J.& Zhang L. F., (Eds.). Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum.
    Lewin, K. (1951). Field Theory in Social Sciences. NY: Harper& Row.
    Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.
    Maslow, A. H. (1987). Motivation and Personality, Third Edition. PA: Addison-Wesley Educational Publishers.
    Magi, G.& Fabbri, P. (2006)。埃及:七千年藝術和歷史(Egitto. Settemila anni di arte e storia)。(鄭鳴譯)。Italy: Casa Editrice Bonechi. (原著1997年出版)。
    McKay, E. N. (2013). UI is Communication: How to Design Intuitive, User Centered Interfaces by Focusing on Effective Communication. MA: Elsevier Science.
    Norman, D. A. (1999). The Invisible Computer: Why Good Products can Fail, The Personal Computer is so Complex, and Information Appliances are the Solution. MIT Press
    Piaget, J. (1970). Genetic Episternology. NY: Columbia University Press.
    Rhodes, M. (1961). An analysis of creativity, Phi Delta Kappa, 42(7), 305-310.
    Schell, J. (2008). The Art of Game Design: A book of lenses. MA: Taylor & Francis.
    Stipe, R. E. (2003). A Richer Heritage: Historic Preservation in The Twenty-First Century, NC: Univ of North Carolina Press.
    Taura, T.& Nagai, Y. (2010). Design Creativity 2010. Japan: Springer.
    Uygun, K. & Lee, C. Y. (2011). Methods in Bioengineering: Organ Preservation and Reengineering. MA: Artech House.
    Woolfolk, A. (2006)。教育心理學(Educational Psychology)。(柴蘭芬、林志哲與林淑敏譯)。臺北市 : 臺灣培生教育。(原著2006年出版)。
    Wright, P. & McCarthy, J. (2010). Experience-Centered Design: Designers, Users, and Communities in Dialogue. Morgan & Claypool Publishers.
    Zhang, T. & Dong, H. (2009). Human-Centred Design: An Emergent Conceptual Model. Include2009 Proceedings.

    網路文獻
    重修國語辭典修訂本(n.d.).保存。中華民國教育部辭典。2014年2月23日,取自:http://dict.revised.moe.edu.tw/cgi-bin/newDict/dict.sh?cond=%ABO%A6s&pieceLen=50&fld=1&cat=&ukey=1780826297&serial=1&recNo=0&op=f&imgFont=1
    Asiaworks (n.d.)。體驗式學習的本質。Asiaworks Training。2014年5月18日,取自:http://www.asiaworkstraining.com.tw/pressroom_experiential.htm
    Merriam-webster. (n.d.). Preserve. Merriam-webster. Retrieved February 23, 2014, from: http://www.merriam-webster.com/dictionary/preserve
    Oxford Dictionaries. (n.d.). Preservation. Oxford Dictionaries. Retrieved February 23, 2014, from: http://www.oxforddictionaries.com/definition/english/preservation
    ?q=preservation
    User experience design.(n.d.). In Wikipedia, the free encyclopedia. Retrieved May 10, 2014, from http://en.wikipedia.org/wiki/User_experience_design#cite_note-5
    Usability Professionals’Association (n.d.). What is User-Centered Design? Usability Professionals’Association. Retrieved November 12, 2013, from http://www.usabilityprofessionals.org/usability_resources/about_usability/what_is_ucd.htm

    下載圖示
    QR CODE