本研究旨在探討翻轉教室教學法對於大學生學習經驗、學習成效以及學習滿意度之影響，並透過大學生對於翻轉教室教學之意見調查以及翻轉教室實施者之經驗與觀察進行研究。本研究以「使用者經驗設計」課程55名學生為研究對象，進行為期5週之翻轉教室教學；其課前教材為教學者製作之知識講授影片、課堂活動為問題講解及設計實作、評鑑方式為課前WSQ學習單及學生作品展演。並以「翻轉教室之學習經驗測量問卷」、「翻轉教室學習者訪談大綱」以及「翻轉教室實施觀察紀錄」為研究工具，運用質化研究方法及t檢定進行資料分析。研究結果顯示:
學習經驗之改變顯著性檢定:學生之學習經驗在總量表達到顯著差異，而分量表之檢定除「焦慮程度」外，「動機」、「態度」、「時間管理」與「困難排除」等分量表均未達顯著差異。
學習成效:學習者的工具實作以及歸納、分析、整合他人作品之表現比起創造、推論和建立獨特價值的表現更為傑出。
學習滿意度回饋:學習者喜愛由自己掌握學習的自主權並對翻轉教室所提供的意見交流與討論機會感到滿意。

Abstract:
  This research attempts to investigate the effects of flipped classroom teaching method on experiences, performances and the degrees of satisfaction of undergraduates’ learning; meanwhile, to go through undergraduates’ survey on flipped classroom as well as the experience and observation of flipped classroom executive so as to go on this study.  This research chose 55 students who participated in the course named “user experience design” as objects to keep on a 5-week classroom teaching method.  The pre-curriculum material was teaching videos which were produced by the instructor as for the activities in classroom, it couldn’t do without explanation on questions and design implementation, and eventually the evaluation would be WSQ learning sheet and students’ works presentation.  “Questionnaire of measurement of learning experience on flipped classroom”, “ an interview outline of flipped classroom learners” and “an observation record on performance of flipped classroom” were chosen to be research tools, so as to analyze information by executing qualitative research method and t verification.  The research results show:
1.	The verification of outstanding changes about learning experience:
The learning experience of students achieves outstanding difference in Total table, while in the verification of Subscale, motivation, attitude, time management and difficulty elimination … etc. don’t  reach outstanding difference, except the degree of anxiety.
2.	Learning performance:  The tool implementation and performance of induction, analysis and integration on other people’s works are more outstanding than the performance of invention, deduction and creating distinctive value.
3.	The feedback of learning satisfaction:  The learners like to have their own decision making power of learning, and feel satisfied with the opinion exchange and discussion afforded by flipped classroom.

目次	i
表次	ii
圖次	iv
第一章、緒論	1
第一節 研究背景與動機	1
第二節 研究目的與問題	4
第三節 研究範圍與限制	5
第四節 名詞解釋	7
第五節 研究貢獻	10
第二章 文獻探討	11
第一節 翻轉教室教學法	11
第二節 翻轉教室之設計原則	25
第三節 使用者經驗設計	33
第四節 使用者經驗教育	46
第五節 學習經驗	52
第三章 研究方法	56
第一節 研究架構	56
第二節 研究對象	58
第三節 研究工具	59
第四節 研究流程	70
第五節 教學設計	74
第六節 資料處理與分析	83
第四章 研究結果	86
第一節 學習經驗分析	86
第二節 學習成效分析	107
第三節 學習滿意度分析	120
第五章 結論與建議	124
第一節 研究結論	124
第二節 研究建議	128
表次
表1 教師與學生在翻轉教室實施過程的活動 18
表2 國外大學以上教育之翻轉教室實證研究 20
表3 國內大學以上教育之翻轉教室實證研究∙21
表4 翻轉教室之教學目標與教學策略對照表∙25
表5 使用者經驗定義之演變∙35
表6 使用者經驗設計程序整理∙37
表7 使用者經驗設計方法整理∙40
表8 使用性認證分析師課程類型整理∙48
表9 使用者經驗認證分析師課程類型整理∙49
表10 學習經驗相關之翻轉教室實證研究整理∙53
表11 翻轉教室之學習經驗重點整理∙60
表12 翻轉教室學習者訪談大綱∙60
表13 翻轉教室之學習經驗測量問卷alpha係數∙61
表14 翻轉教室之學習經驗測量問卷內容∙62
表15 翻轉教室之學習經驗測量問卷重點整理∙63
表16 使用者經驗設計檢核表∙63
表17 WSQ學習單範例∙64
表18 使用者經驗設計課程內容規劃∙75
表19 課前教材流程設計∙76
表20 課堂活動流程設計∙77
表21 <使用者經驗設計-策略層設計>之教學設計∙79
表22 <使用者經驗設計-策略層設計>之教學活動流程∙80
表23質化資料編碼表∙83
表24研究問題與資料分析對照表∙85
表25實施翻轉教學前後之學習經驗個分量表得分情形摘要∙87
表26實施翻轉教學前後之成對樣本t檢定∙88
表27翻轉教學學習者訪談內容分類表∙89
表28動機意見表-課前教材∙91
表29動機意見表-課堂活動∙93
表30學習態度意見表-接受程度∙95
表31焦慮表現表-學習內容掌握∙97
表32課堂上的表現∙99
表33學習者課前自學狀況表∙101
表34學習者課前問題解決狀況表∙103
表35學習者課中問題解決狀況表∙105
表36組別最終作品得分情形摘要∙107



 

圖次
圖1 倒置的Bloom認知領域教學目標金字塔∙16
圖2 翻轉教室的課程結構∙17
圖3 網站的使用者經驗設計元素∙39
圖4 研究架構圖∙56
圖5 Moodle平台登入畫面∙66
圖6 Moodle平台課程登入選單∙66
圖7 Moodle平台課程介面∙67
圖8 Moodle平台作業上傳介面∙67
圖9 Axure原型製作軟體基本功能區∙68
圖10 Axure原型製作軟體之輸出格式∙69
圖11 Axure原型製作軟體之輸出檔案∙69
圖12研究流程圖∙70
圖13使用者經驗設計課程規劃圖∙74
圖14課前教材介面布局圖∙78
圖15課前教材介面圖∙78

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