第六章 結論與建議
第二節 研究限制與建議
一、研究限制
本研究受限於時間與人力，採便利取樣方式進行，因此國內大專院校之教育 與社會科學學院學生佔樣本的 64%、人文藝術學院則佔 12%、理工學院與科技工 程學院皆佔 7%、教育學院佔 6%，其他學院人數皆為 2%以下，由於教育與社會 科學學院學生佔多數樣本，與其他學院比例差距過大，結果可能無法推論至所有 大專院校學生。雖然如此，抽樣的學生來自各大專院校，且包含管理學院、人文 藝術學院、理工學院等學生，結果依然有相當程度的代表性。
二、未來研究建議
本研究使用便利取樣的方式蒐集問卷，各學院的人數比例不符合分層抽樣的 原則。建議未來研究選取來自不同學院，依照國內各學院人數比例進行分層隨機 抽樣，並比較理工學院、科技工程學院、藝術學院與其他學院是否有差異情形。
三、實務建議
本量表可做為評量科技想像傾向成效的評量工具，可於課程實施前以及實施 後進行評量，以評估教學效果。未來在教學上，若要提升學生之科技想像傾向，
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建議教學架構以科技想像傾向的六個向度「超越現實」、「創新改造」、「感質表徵」、
「驗證評估」、「正向喜好」與「功能價值」為綱要，再以各向度的內涵設計教學 課程與活動，以增進學生科技想像傾向或能力。在「超越現實」、「創新改造」方 面，教師或促使學生多方蒐集資料，引發想像的累積素材與生活經驗。教師可打 破傳統的信念，給予學生另類的思考及多元的經驗（Passmore, 1985），不但能激 發出學生不同凡響的創意想像，還能引發愉悅感受。
「感質表徵」、「驗證評估」與產品生產出來時的外觀與實用度有關，與產品 設計的概念相似。教師欲培養感質表徵與驗證評估能力，建議可由 Arnheim（1974）
提出產品設計方法著手。產品設計方法包含分析、創意、執行。分析階段為觀察、
歸納、測量等方法來設計和蒐集資料；創意是以判斷、評價等方式來執行設計分 析。教師鼓勵學生觀察實物，以感官體驗、以工具測量，並體驗使用物品，或者 上網搜尋產品材料等方式增加學生經驗。以批判性思考等方式歸納出產品可改善 之處、可增加的功能、可行性、量產性等；最後可以聯想法、腦力激盪等方式激 發學生的想像創造出現今未有的科技產品。
正向喜好與功能價值為科技想像的情意因素，想像力的教學中，若能結合學 生的習慣和興趣（Karwowski & Soszynski, 2008），如此增進學生的想像動機，同 時學生對科技想像持續保有熱情，便有恆毅力，有信心能達成目標（Vasquez &
Buehler, 2007）。營造學習環境是養成情意因素的關鍵，一個支持、鼓勵的教育環 境，能引發個體的創意與想像，是培養想像力的關鍵（梁朝雲等人，2011；McMillan, 1995）。環境也能塑造個人的恆毅力，教師須營造恆毅力的文化，在高的恆毅力 文化下，能使學生變得更有恆毅力（Duckworth, 2018）。不僅教學方式會影響想 像力的促發，校園環境與學習心理跟想像力的培育有密切的互動關係。
恆毅力在科技想像傾向與網路成癮中扮演調節的角色。因此在教學上，需注 重恆毅力人格的養成。Duckworth（2018）認為教師可在課堂上訓練學生「刻意 練習」，刻意練習能給人很大的成就感，訂出明確的科技想像目標，學生須全神 貫注於目標活動，教師即時提供實際的回饋，鼓勵學生不斷檢討、不斷進步。而
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老師給的回饋中，要讚美學生的努力而非天份，讓刻意練習變成一種習慣。師長 可在孩子適當的年齡，幫他找出他們可能感興趣的課外活動，練習對困難事物的 堅持，讓他們每週花一些時間投入他們感興趣但困難的事物，可幫他們成長，師 長鼓勵孩子對投入的事物堅持到底，也是培養恆毅力。
除了鼓勵、訓練、培養科技想像傾向與恆毅力外，師長還須教導學生如何正 確使用網路，以預防網路成癮。Young（1999）發展出的治療法中，師長參考的 是「訂立明確目標」，例如設定上網時間、「外部阻斷法」，例如利用必要或強制 性的事情限制來壓縮上網時間。師長還可以與學生談論網路發生的事件、進行的 活動，也就是說將網路「現實化」，將網路的虛擬世界拉出來，減少網路造成的 孤立、分裂及壓縮（張鈞凱，2011）。在學生蒐集想像資料時，師長可指導如何 運用搜尋網頁、如何善用搜尋技巧等，有效率地尋找正確且有用的資訊，避免學 生迷失於網路的大量資訊，造成過度使用網路的現象。
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