以設計思考開發運用臉部表情，辨識學習狀態之非同步遠距教學系統

Development of an Asynchronous Distance Teaching System that Uses Facial Expression Recognition to Study Learning Status Based on Design Thinking

因疫情影響，國內外各教學單位進入線上教學，研究者所處教學單位以非同步遠距教學進行授課，讓學生上課不受時間與空間的限制。但因師生無法即時面對面溝通，教師難以掌握學生學習狀態。過去研究大多使用設計思考與價值主張探討行銷價值、消費者需求、定義產品服務與價值，卻鮮少研究以設計思考與價值主張將顧客不可或缺的需求實作成產品服務。本研究以設計思考開發運用臉部表情辨識學習狀態之非同步遠距教學系統解決教師的問題。研究方法採用設計思考的同理、定義、發想、原型與測試五個步驟，配合同理心地圖、人物誌與顧客旅程地圖定義教師進行非同步遠距教學時產生的任務與痛點，並透過價值主張提出：一、人臉辨識結合測驗系統；二、線上課程時間軸結合臉部表情辨識分析學生學習歷程解決任務痛點與獲益；經由質性訪談歸納臉部表情於非同步遠距中所代表的意義，以利教師理解學生的學習狀態。研究結果發現透過設計思考以人為本設計、臉部表情辨識與非同步遠距教學進行整合跨領域創新應用與產品設計，且透過 SUS 系統易用性量表統計系統平均分數為91 以上達到優秀等級。本研究跨域採用設計思考與價值主張建置創新且符合用戶需求的產品服務之實作經驗，可供後續研究者參考。

"Due to the epidemic, all educational institutions around the world have suspended classes and resorted to online teaching. The educational institution, where the researcher works, conducts asynchronous distance teaching, allowing students to attend classes anytime and anywhere without time and space restrictions. However, the inability of students to have face-to-face and real-time communication with teachers poses a challenge in determining students’ learning status. Most researchers in the past fundamentally employed design thinking and value proposition to discuss marketing values and consumer demands, and define product services and values. Meanwhile, only a few researches adopted them to incorporate customers’ indispensable needs into products and services. To solve the problems of teachers, this study used design thinking to develop an asynchronous distance teaching system that employed facial expressions to identify the learning statuses of students. Further, the research method adopted five steps of design thinking: empathy, definition, thinking, prototyping, and testing. First of all, an empathy map, a persona, and a customer journey map were used to define the tasks and pain points generated by teachers in asynchronous distance teaching. Through value proposition, the following was put forward: (1) a face recognition integrated test system; (2) the online course timeline combined with facial expression recognition to analyze the learning process of students, solve the task pain points and benefit from the finding. The system used qualitative interviews to summarize the meaning of facial expressions in asynchronous distance teaching to help teachers understand the students’ learning status. The research results showed that through integrating human-centered design thinking and facial expression recognition, asynchronous distance teaching in interdisciplinary innovation and product design. Noteworthily, the average score of SUS was 91 or above, indicating an excellent grade. Furthermore, the practical experience from this study could be provided as a reference for subsequent research--adopting design thinking and value proposition to build an innovative and cross-domain product and service, which addressed user needs."