深度學習的實踐：變態心理學的數位製播與教學成效

Exploring Deep Learning Outcomes Through Digital Media Production in Abnormal Psychology Education

變態心理學的學習除了認識各種精神疾病的特徵、診斷、成因與治療方法外，還能做些什麼來參與社會、改變社會呢？本研究在變態心理學的教學中啟動深度學習，讓學生分組製播數位影音，將所學的理論知識和數位科技整合運用，期望能促進深度學習素養，減少對精神疾病的汙名，實踐社會關懷，讓深度學習成為改變的力量。此課程選修人數計有72人，評量工具有深度學習素養進程和自評表、精神疾病汙名量表、心理專業求助態度量表、心理專業求助自我汙名量表、學習檔案等，量表前後測均有填寫者為54人。研究結果如下：（1）分組製播各種精神疾病的數位影音有13個Podcast和6個影片，上架YouTube頻道名稱為「精神病也沒關係」（It’s OK not to be OK），學生對製播數位影音可以傳播心理專業知識和發揮創意而有成就感；（2）教學對深度學習素養的促進，除了公民素養的兩項指標沒有顯著改變外，學生在品格、協作、溝通、創造力、批判思考等五個深度學習素養的10項指標皆有所成長；（3）教學對精神疾病汙名化的改善，學生在精神疾病的社會汙名有所改變，但自我汙名則無改變。心理專業求助效能有提升，但求助意願、求助自我汙名則無改變。最後，對變態心理學的深度學習實踐進行教學省思並提出建議。

In addition to enhancing students’understanding of the symptoms, diagnoses, causes, and treatments of various mental disorders, can studying abnormal psychology also inspire greater social engagement and a desire to bring about change? This study explored this topic by incorporating deep learning into an abnormal psychology course. In this course, students collaborated in groups to engage in digital media production. The course integrated theoretical knowledge and digital technology to foster deep learning competencies in students and reduce the stigma around mental disorders, thereby promoting social care and positioning deep learning as a driver of change. The course was conducted over an 18-week semester, and 72 students were enrolled. This study used the Deep Learning Competencies Progress, Mental Disorders Stigma Scale, Attitudes Toward Seeking Psychological Help Scale, and Self-Stigma for Seeking Psychological Help Scale, in addition to learning portfolios, to evaluate learning outcomes. The results are summarized as follows: (1) The students collaborated in groups to produce 13 podcasts and 6 short videos regarding mental disorders, which were uploaded to YouTube on the channel“It’s OK not to be OK.”The students reported feeling a sense of accomplishment from disseminating their professional psychological knowledge and showcasing their creativity; (2) The teaching enhanced the students’deep learning competencies. Although the results for the 2 indicators of a sense of citizenship did not significantly improve, the 10 indicators related to character, collaboration, communication, creativity, and critical thinking exhibited noticeable progress; (3) The course reduced the students’stigma surrounding mental disorders and improved their self-efficacy in seeking professional psychological help, although no changes in self-stigma or intentions to seek help were observed. This paper also presents the researchers’reflections on and suggestions regarding deep learning practices in abnormal psychology education.