團隊合作與溝通協調能力在數位科技平台實作之教學實踐研究：以人文與社會領域學生為例

A Teaching Practice Study on Teamwork and Communication–Coordination Competencies in Digital Technology Platform–Based Courses: A Case of Humanities and Social Sciences Students

隨著元宇宙與虛擬實境（VR）等數位科技平台的快速發展，跨領域能力已成為高等教育的核心培育目標。然而，實務教學觀察顯示，人文與社會領域學生在參與數位科技導向課程時，往往受限於技術門檻及數位焦慮，致使學習投入程度受限。本研究以「外語教材教法」課程作為實踐場域，導入「知識建構」、「設計思考」與「連結與應用」之三階段教學模式，並應用合作學習之社會互動鷹架機制，結合業師與數位平台實作，引導學生達成學習目標。本研究採用混合研究法，研究對象為54位科技大學人文與社會領域學生，透過量化問卷、半結構式訪談與學習產出進行三角驗證，運用偏最小平方法結構方程模型（PLS-SEM）分析變項間之影響路徑。研究結果證實，「溝通協調能力」對「團隊合作能力」具顯著正向影響，進而提升整體「學習成效」之關鍵路徑，而「社交表達性」與「支持性溝通」分別在「溝通協調能力」當中扮演重要影響因子。質性分析結果說明此教學模式透過合作學習鷹架，強化學生的學習成效。整體而言，本教學實踐模式有效促進技職體系人文社會領域學生在數位平台實作中的表現，為未來跨領域課程轉型提供具實證基礎之參考。

With the rapid development of digital technology platforms, including the metaverse and virtual reality (VR), interdisciplinary competence has become an important educational goal in higher education. However, classroom-based observations indicate that students in the humanities and social sciences often face technical barriers and digital anxiety when engaging in digital technology-oriented courses, which may restrict their learning engagement and practical performance. To address this issue, this study was situated in a Foreign Language Teaching Methods and Materials course and implemented a three-stage instructional model consisting of knowledge construction, design thinking, and connection and application. Drawing on the social interaction scaffolding mechanisms of cooperative learning, the course integrated industry expert support and hands-on digital platform practices to guide students toward the intended learning outcomes.
This study adopted a mixed-methods research design. The participants were 54 humanities and social sciences students from a university of science and technology. Data were collected through quantitative questionnaires, semi-structured interviews, and student learning products to enable triangulation. Partial least squares structural equation modeling (PLS-SEM) was employed to examine the influence paths among the variables. The results showed that communication and coordination competence had a significant positive effect on teamwork competence, which further contributed to students’overall learning outcomes. In addition, social expressiveness and supportive communication were identified as important influencing factors within communication and coordination competence. The qualitative findings further explained how cooperative learning scaffolds supported students’participation, collaboration, and application of digital tools throughout the learning process.
These findings indicate that the proposed teaching practice model effectively enhanced humanities and social sciences students’performance in hands-on digital platform practices within the technological and vocational education context. The study provides empirically grounded implications for the design and transformation of interdisciplinary curricula that integrate language education, cooperative learning, and emerging digital technologies.