心流理論探討USR 社會實踐課程學習成效影響因素之教學研究

A Teaching Study on Factors Influencing Learning Outcomes in USR Social Practice Courses Based on Flow Theory

大學社會責任（university social responsibility, USR）社會實踐課程旨在培養大學生具備創新思維與社會實踐能力，聚焦於在地文化議題及產業發展需求，並透過解決區域問題來善盡社會責任。課程設計與教學內容是否能夠有效提升學生學習成效，是評估課程成效的關鍵。本研究基於心流理論中的沉浸感、享受性和內在興趣構面，結合USR社會實踐課程的設計，對修課學生進行實證分析，以驗證影響學習成效的因素。本研究特別加入信任感作為心流理論的延伸構面，並將價值觀設為調節變項，以探討其在學生學習成效中的干擾效果。本研究採用問卷調查法，於教學過程中進行施測，並透過結構方程模型進行分析。結果顯示，信任感對心流理論的三個構面（沉浸感、享受性和內在興趣）在提升學習成效方面的影響有所不同。具體而言，學生的信任感越強烈，其在地方場域學習中的沉浸感和內在學習的興趣越高，從而顯著提升學習成效，但透過享受性的提升學習成效的影響不明顯。此外，價值觀對沉浸感和內在興趣在學習成效中的調節效果皆呈現正向影響，表明價值觀能促使學生在體驗心流時更加專注於學習活動，進而提升學習成效。本研究結果為USR社會實踐課程設計提供參考，並有助於發展適切的教學模式，作為心流理論應用於教學研究的借鑒。

The USR (University Social Responsibility) social practice courses aim to cultivate university students' innovative thinking and social practice abilities, focusing on local cultural issues and industry development needs while fulfilling social responsibility by addressing regional problems. The effectiveness of course design and teaching content in enhancing student learning outcomes is critical in evaluating the success of these courses. This study is based on the flow theory, particularly the dimensions of immersion, enjoyment, and intrinsic interest, and integrates these with the design of USR social practice courses to conduct an empirical analysis of students taking these courses. The study specifically incorporates trust as an extended dimension of flow theory and considers values as a moderating variable to explore their interference effects on student learning outcomes. A questionnaire survey was conducted during the teaching process, and the data were analyzed using structural equation modeling. The results indicate that the influence of trust on the three dimensions of flow theory (immersion, enjoyment, and intrinsic interest) in enhancing learning outcomes varies across these factors. Specifically, stronger student trust correlates with increased immersion and intrinsic interest in local field learning, both of which significantly improve learning outcomes. However, the impact of enjoyment on learning outcomes appears less pronounced. Furthermore, values positively moderate the relationship between immersion and intrinsic interest with learning outcomes. This suggests that values can encourage students to engage more deeply in learning activities during flow experiences, thereby enhancing their learning outcomes. The findings of this study provide valuable references for the design of USR social practice courses and contribute to the development of appropriate teaching models, serving as a reference for applying flow theory in educational research.