人本創意思考法導入在地文化整合行銷設計之教學成效

The Effectiveness of Incorporating Human-Centric Creative Thinking into Local Cultural Integrated Marketing Design

網路與科技立即滿足和海量資訊的特性，無形中使Z世代產生缺乏耐心、創新思考能力、以自我為中心和對周遭生活環境無感知的，新生代學習態度的不積極和缺乏對在地文化關懷的問題是否可以透過設計教育計畫性的教學操弄，達到學習廣告設計的成效，成為值得探討的議題。是故，本研究提出以人本為中心的創意思考訓練，結合科技整合行銷設計和地方文化推廣專題設計之教學模式，課程實施涉及四大面向，包括人性化、人本創意思考、科技互動、新型態整合行銷傳播。人性化課程內容為同理心地圖、人物誌和顧客旅程地圖；創意思考課程內容以創意訓練工具激發學生的創造力；科技互動課程內容導入MAKAR編輯平台，結合專題進行AR設計；新型態整合行銷傳播課程內容從企劃、設計執行、整合線上線下不同載具完成專題設計。教學成效研究採質量混合之研究方法，質性部分為學生反思回饋；量化研究部分進行前測和後測之人本創意思考教學檢測，以及課程滿意度調查。研究結果得知人本創意思考教學有助於提升學生對在地化整合行銷設計之學習成就；人本創意思考教學對激發學生之創新思考產生正向效果，且受測者對專業知識之教學內容最為滿意，但面對負面反饋自我堅持效能之構面未能產生顯著影響。研究結果提供本課程日後實施之改進建議，和教授廣告設計相關課程之參考。

Big data, the immediacy of the Internet, and emerging technology invisibly make the Z generation lack patience and creative thinking, unaware of the surrounding living environment, and even self-centered. However, is it possible to improve the learning attitude of the new generation and the lack of concern for the local culture through the teaching of educational planning? This study proposes a human-centered creative thinking training approach, combining technology-integrated marketing design and local cultural promotion project design in the instructional model. This project involves four major aspects: humanization, human-centered creative thinking, technological interaction, and Integrated-Marketing-Communication (IMC). First, the humanized course includes empathy maps, persona profiles, and customer journey maps. Second, we use creativity training tools to inspire students’creativity. Third, the technological interaction component incorporates the use of the MAKAR editing platform to integrate augmented reality (AR) design into the projects. Lastly, the IMC component encompasses project design that incorporates planning, design execution, and integration of different online and offline mediums. This project uses a mixed research method of quality and quantity. The qualitative part is a feedback report, and we use pre-test and post-test questionnaires to survey students’learning effectiveness in the teaching of human-centered creative thinking. The research results show that human-centered creative thinking teaching helps to improve students’learning achievement in localized integrated marketing design. Moreover, it positively impacts inspiring students' innovative thinking, and the participants express the highest level of satisfaction with the teaching content related to professional knowledge. However, the dimension of 'persistence of efficacy in the face of negative feedback did not demonstrate a significant impact. The research results can be utilized to improve this course and serve as a reference for teaching advertising design-related courses.