本研究探討設計導向的知識翻新學習對師培生的學習有何影響，包括探討其學習結果與學習歷程，同時本研究也分析各學習分組間的差異。研究對象為修習教學媒體與操作課程之44位師培生，以小組為單位進行課程，每組4至5人，共分為10組，採個案研究法。 資料來源包括：(1)師培生三次教案設計；(2)師培生三次教案設計之組內討論；(3)師培生三次教案設計後同儕回饋。資料分析方式說明如下：其一、將三次教案設計根據改編的教案評量表進行教案品質評分，透過相依樣本無母數檢定，比較其成果是否有所改變。其二、根據Mishra和Koehler（2006）所提出之七項教學知識架構，將三次基於教案設計的小組討論及同儕回饋進行編碼，以了解各組想法及回饋中所包含的教學知識有何改變；並以想法類別編碼分析各組師培生討論之想法有何差異。其三、利用集群分析各學習小組，比較不同集群之間學習成果與學習歷程之異同，並藉由質性分析探討各小組如何討論及設計教案，並剖析差異原因。 主要研究結果如下：(1)師培生整體教案設計品質提升，其中又在教學創新及創意表現向度（Z= 2.87，p < .01）與教學架構向度（Z=2.55，p < .05）上有顯著成長。(2)在各組教案設計討論過程中，發現包含一項教學知識的想法數量有顯著減少趨勢（Z=-2.81，P<.01）；在各組收到的回饋中也發現，回饋包含兩項教學知識者於期末則有明顯成長趨勢（Z= 2.19，p < .05）。(3)利用集群分析將各組師培生教案設計所討論的想法進行分類，結果得到兩大集群，其一在認知及後設認知類型想法中產出較多，命名為想法高產出組；另一群則相反，命名為想法低產出組。此外研究還發現，想法高產出組在教案設計之創新及創意面向（t=2.33，p<.05）、教學媒體及科技面向（t=2.80，p<.05）顯著高於低想法產出組，也較低產出組能產出更多認知及後設認知類型討論想法。 綜上述而言，本研究發現設計導向的知識翻新學習歷程有助於師培生教學媒體教案設計之翻新，並提升師培生在討論及回饋中融合運用教學知識之能力。此外亦發現，能提出較多高階類型想法組別，其教案設計之創新程度、科技使用品質及給予他組回饋的表現上，相較之下也較佳。本研究建議教師在教學上應同時兼顧師培生討論數量及品質，鼓勵學生不斷提升討論的想法層次，並適時介入低產出組學生討論之中，協助學生不斷改進其教案設計的想法，以提升其教案設計所需的相關教學知識。 / The purpose of this research was to investigate the effects of design-based knowledge building on pre-service teachers’ teaching knowledge. This research adopted a case study design. Participants were 44 undergraduate pre-service teachers who engaged in a course pertaining to the design of instructional media. They were divided into 10 learning groups. Data sources included: (1) pre-service teachers’ design of three lesson plans; (2) pre-service teachers’ discussion within groups; and (3) peer feedback after presentation of each group’s lesson plan. The process of data analysis is as follows: First, lesson plans were assessed by an evaluation form, and then analyzed by using nonparametric tests to see if there was any change in the design of lesson plans. Second, the three discussion and peer-feedback activities within each group were analyzed by open coding using two different coding schemes: “Technological Pedagogical Content Knowledge—TPACK” (Mishra & Koehler, 2006), and quality of ideas. Third, using cluster analysis to divide 10 groups into different clusters, this study further compared students’ learning processes and outcomes between groups. The findings were as follows: (1) It was found that the design quality of lesson plans were enhanced, especially in terms of the innovative and creative teaching performance dimension (Z = 2.87, p <.01) and the design framework dimension (Z = 2.55, p <.05); (2) In the course of group discussion, teaching ideas that contained only one type of teaching knowledge (e.g., content knowledge) had decreased significantly (Z=-2.81，P<.01). Teaching feedback (received from other groups) regarding two types of teaching knowledge (e.g., pedagogical content knowledge) increased significantly (Z= 2.19，p < .05). (3) Using cluster analysis, this study classified 10 groups into 2 clusters based on groups’ discussion about teaching ideas. One cluster outperformed in both cognitive and meta-cognitive types of teaching ideas was named high-productive cluster; the other cluster was named less-productive cluster. High-productive cluster was superior to low-productive cluster in terms of the “Innovative and Creative Teaching” and “Instructional Media and Technology Use” dimensions for lesson plans, and in terms of the quality of feedback they provided to their peer groups. The main findings were as follows: (1) Design-based knowledge building helps pre-service teachers’ to design more innovatively their lesson plans and to enhance their teaching knowledge; (2) It was found that the groups who could work more creatively with ideas could also produce more innovative lesson plans, and were also more likely to give away quality feedback to other peer groups. Based on the findings, it is suggested that teachers should not just pay attention to the quantity of discussion posts, but also the quality of idea discussed. It is also important to encourage student to work innovatively and collaboratively with ideas during discussion. Teachers should also try to intervene and help provide necessary scaffolds to the low-productive groups so as to encourage them to continuously improve their teaching ideas.

根據AMR Research的預估，全球的客戶關係管理(Customer Relationship Management，CRM)市場規模，從1998年23憶美元，預估西元2003年將達到168憶美元。以及由2002年底Siebel推出的解決方案來看，CRM的趨勢將針對各種應用系統如何做好整合。 本研究之目的，旨在整合現有客戶關係管理相關文獻，與日商B公司多年來的經驗，以流程再造為出發點，從而設計出新的客戶管理資訊系統中之「銷售」、「行銷」以及「客戶服務」等機制，以解決舊系統不敷使用的問題，並且提供新商品線銷售與服務的機制，以及整合部份內外部系統。研究過程中實踐了系統開發生命週期(System Development Lifecycle)的理論進行新系統之分析、設計、開發、測試，並進一步分析與探討新系統實際上為B公司帶來的效益。以期對於國內企業因應快速發展的CRM趨勢，本系統的實現提供了國內其它產業進行CRM資訊系統建置過程的參考價值。 / According to the prediction of AMR research, the marketing scale of global Customer Relationship Management will be expected to rise from 2.3 billions in 1998 to 16.8 billions in 2003. Viewing the CRM solution of Siebel in the end of 2002, the trend of CRM will focus on how to integrate other hundreds of applications. The objective of this study is to integrate the related references of present CRM and the publisher industry experiences within a Japanese company B. On the basis of Business Process Reengineering (BPR) theory, we design the Sales, marketing, and customer services in the new CRM system in order to solve the problems on the legacy system, to provide the new sale channels and services mechanism of new product line and to integrate parts of the inner and 3rd party information system. During the research process, we accomplished the theorem of System Development Lifecycle to analyze, design, develop, and test of the new system. And further analyze and discuss of the benefit to company B from the the new system. In order to match the trend of the rapid growth in the CRM market for local enterprises, this system supplied the referenced value during building the CRM information system for other local enterprises. / 目 錄 摘要……..………………………………………………………… I 目錄………….…………………………………………………… II 表目錄……………………………………………………………. IV 圖目錄………………….………………………………………… V 第一章 緒論………………….…………………………………... 1 1.1. 研究背景與動機……….……………………………… 1 1.2. 研究目的與範圍………………………………………. 3 1.3. 研究方法與論文結構………………………………….. 4 第二章 文獻探討…………………………………………………6 2.1顧客關係管理系統………………………………………..……6 2.2企業資訊系統整合………………………………….…..…..…10 2.3企業策略委外…………………………………………….……12 2.4企業流程再造…………………………………………….........13 第三章 案例背景與解決方案………………………………..….15 3.1案例背景分析…………………………………………………16 3.1.1 舊系統功能……………………………………….…...17 3.1.2 舊系統業務流程………………………………………25 3.1.3 舊系統流程分析………………………………………27 3.2 解決方案……………………………………………………...29 3.2.1 新系統流程分析………………………………………30 3.2.2 新系統功能設計重點…………………………………31 3.2.3 預期效益………………………………………………33 3.3 技術需求分析………………………………………………...34 3.3.1 系統分析與設計方法…………………………………34 3.3.2 技術選用………………………………………………41 第四章 系統架構…………………………………..…………….44 4.1系統分析………………………………………………..……..44 4.1.1 業務流程圖……………………………………………45 4.1.2 Data Modeling………………………………………….50 4.2 系統設計……………………………………………………...57 4.2.1平行設計……………………………………………….58 4.2.2 MVC設計概念………………………………………...59 4.2.3 系統雛形……………………………………………....62 4.2.4其他系統整合介面…………………………………….68 4.2.5系統架構圖…………………………………………….69 4.3 系統開發………………………………………………….…..71 4.3.1 Web功能模組……………………………………….....72 4.3.2 批次模組………………………………………………74 4.4 系統測試……………………………………………………...76 4.4.1系統整合測試………………………………………….77 4.4.2使用者接受度測試…………………………………….81 4.5 系統上線……………………………………………………...82 4.5.1教育訓練……………………………………………….82 4.5.2上線計畫……………………………………………….82 4.6 系統開發相關技術…………………………………………...86 4.7 效益評估……………………………………………………...91 第五章 結論與後續研究方向…………………………………..98 5.1 結論…………………………………………………………..98 5.2後續研究方向…………………………….…………………..99 參考文獻………………………………….………………….101 表目錄 表2-1 四大巨人CRM解決方案的銷售與趨勢分析表…………………………...8 表3-1 銷售系統功能簡述………………………………………………………….17 表3-2訂戶資料管理功能簡述……………………………………………………..19 表3-3 契約(訂單)管理功能簡述…………………………………………………...20 表3-4 債權管理功能簡述………………………………………………………….22 表3-5催款管理功能簡述…………………………………………………………..22 表3-6發貨管理功能簡述…………………………………………………………..23 表3-7舊系統功能分析……………………………………………………………..24 表3-8新系統解決方案重點………………………………………………………..29 表3-9新系統各部門人員動作概要說明…………………………………………..30 表3-10流程分析策略分析表………………………………………………………36 表3-11軟體生命週期模式比較表…………………………………………………38 表 3-12 系統建構模式與軟體品質評析表………………………………………..42 表3-13 J2EE與 .Net比較表……………………………………………………….43 表4-1 Table Schema 範例…………………………………………………………..52 表 4-2 系統測試分類表……………………………………………………………76 表4-3 Unit Test測試案例…………………………………………………………...79 表4-4 SIT測試案例………………………………………………………………...80 表4-5 上線計畫表執行細項……………………………………………………….84 圖目錄 圖1-1研究方法……………………………………………………………………….5 圖3-1舊系統功能架構圖一(依子系統) ……………………………………………18 圖3-2舊系統功能架構圖二(依部門) ………………………………………………18 圖3-3 舊系統訂購/出貨流程……………………………………………………….26 圖3-4 新系統訂購/出貨流程圖…………………………………………………….31 圖3-5 ERD範例……………………………………………………………………..35 圖3-6 應用系統平行開發的方……………………………………………………..40 圖3-7 系統雛形設計流程圖………………………………………………………..41 圖4-1 B公司整體業務流程圖………………………………………………………45 圖4-2 客戶註冊/訂購流程………………………………………………………….46 圖4-3個人資料變更流程……………………………………………………………46 圖4-4 訂單內容變更………………………………………………………………..47 圖4-5 信用卡入金流程……………………………………………………………..47 圖4-6 退款流程……………………………………………………………………..48 圖4-7 客戶服務……………………………………………………………………..48 圖4-8 物流再發送流程……………………………………………………………..49 圖4-9 名條列印與線上分析報表流程……………………………………………..49 圖4-10 Conceptual Data Model (E-R with Entity) ………………………………….51 圖4-11 Conceptual Data Model Sample(E-R with attributes)……………………….52 圖4-12 亞洲共通版系統設計概念圖………………………………………………58 圖4-13 各子系統功能概要圖……………………………………………………....59 圖4-14 i18n的技術應用範例……………………………………………………….60 圖4-15第一層級Prototype範例(訂單) ……………………………………………63 圖4-16第二層級Prototype範例(訂單) …………………………………………..64 圖4.17第三層級Prototype範例(訂單) …………………………………………..65 圖4-18新系統架構圖……………………………………………………………..69 圖4-19系統硬體部署圖…………………………………………………………..70 圖4-20 JDBC Connection Pooling Module………………………………………..88

創新是社會進步與改變的契機，機構是維繫社會安定的基石。然而，創新在導入社會時，常常會碰上機構的阻力，使創新難以擴散、甚至無疾而終。過去的創新管理文獻，對於此議題的探討不多，我們對創新者如何回應機構阻力的瞭解仍非常有限。本研究由機構對行動者的影響力下手，強調當創新遇上機構時，施展策略性回應的重要性；並主張在「順從與反抗」的策略性回應之外，「調適」是另一種策略性回應的選項，「柔韌設計」更是其中的代表。當創新者面對強大機構阻力時，本研究指出，需要以柔韌設計有技巧地回應機構的鎮壓。 本研究以長期的田野調查與質性研究方法，分析一項數位學習系統（即階梯數位學院）的設計特質與回應策略。有三大發現： 第一，本研究剖析了在創新與機構之間的調適過程，創新者的「調適學習過程」。本研究從機構脈絡之「教科書、入學方式、老師與教學」三大方向切入，從教改政策（法規）、社會規範（規範）與文化認知（認知）等機構的三大構面，分別剖析其內涵，以及對利害關係人（學生，創新的使用者）所造成在學習上的痛點與阻力。再分析創新者在創新推出後，從市場的反應學習到深入使用者的機構脈絡，如何轉化為設計。因此，本研究整理出階梯數位學院的三大頻道（動畫教學台、智慧評量台、線上家教台），其創新者的調適學習過程，描述出創新者在其中試誤、摸索、偵測到機構脈絡進而轉化為設計的過程。 第二，本研究探索具體的創新人造文物（即階梯數位學院），其功能與服務的設計特質為何，以及在創新者的調適過程中對創新人造文物的改變，又是基於甚麼樣的「設計原則」。本研究分析創新的設計，除了針對創新人造文物的特質之外，也分析解讀使用者的學習實務與效果，並從中歸納出三大頻道的設計原則。 第三，在「調適型」的策略性回應裡，除了過去文獻所討論之「迂迴遊走」（workaround）的調適型回應，創新者還可以如何更積極的回應機構呢？本研究從學習實務裡，探討創新設計對學生所產生的行為轉變與效果，瞭解助力如何產生，從而發現了一種新的策略性回應方式。依據這種策略性回應的型式與內涵，本研究將之命名為「槓桿式」（leveraging）之策略性回應，本研究並整理出三種借力使力的柔韌設計。這種策略性回應的巧思，在於將機構對創新者所造成的阻力，轉化為一種設計上的助力。這樣的設計策略，可以協助創新融入機構脈絡，贏得使用者採納。 本研究提出創新採納研究的新觀點，就是以策略回應與柔韌設計來重新檢視創新設計與創新採納之關係。在這樣的回應中，我們看到創新者如何調適學習，巧妙地處理機構的影響力，進而轉為創新物件的設計助力。這就是槓桿效應的秘訣，正如阿基米德曾誇言：「給我一個支撐點，我可以撐起整個地球。」這種柔韌的回應策略是以「四兩撥千斤」的方式，將機構的阻力轉化為設計的助力。這種槓桿策略點出柔韌（以柔克剛）的精神。柔韌設計具有哲學上的意義，從本研究所發現三種借力使力的柔韌設計裡，更看到了一種轉化的效果。用槓桿為隱喻，可以讓讀者聯想到如何以小搏大、以柔克剛、以靜制動的效果。因此本研究稱之為槓桿效應的策略回應。 本研究在學理上的貢獻主要有三：首先，本研究所發現創新者的調適學習過程，可以補充創新調適的文獻。第二，本研究初步剖析出柔韌設計的原則，可以提供柔韌設計未來研究的參考。第三，本研究以個案資料呈現柔韌設計，做為一種策略性回應的形式與內涵，也豐富了策略性回應的文獻。 / Whether an innovation would be accepted or resisted by the user has been a topic widely examined in previous research. The literature, however, has focused mainly on the characteristics of the innovation to predict whether users will be willing to adopt the technology. This study argues that innovation adoption process takes place within an institutional context which refers to regulatory rules, social norms and behavioral options that guide the thinking, attitudes and behaviors of individuals. The study further expounded that institutions exercise three forces on individuals -- regulatory, normative and cognitive. It is therefore important to examine the role that institutions play in facilitating or hampering innovations. Prior research has begun to examine the interactions between innovations and institutions. Several strategic responses to institutional forces were proposed that innovators can adopt. The resopnses can essentially be classified into three strategies. First, one can comply with the institution. Secondly, one can resist the institution while aggressively diffusing the innovation. The third option is, one can adapt the innovation to meet the requirements of institution while keep the novelty and value of the innovation. Therefore, many researches aim to exmine how innovations adapt to the institutional forces. Robust design represented a gentle way to adpapt to the institution forces strategically. After reviewing the related literature, the study argues that there are two important issues which were neglected. One is they neglect to describe and discuss the adaptative learining of the innovators which is the base of strategic response. The other is they did not identify what the design principles are during the innovation adaptation process. Another approach towards robust design was proposed – one inspired by the principles of Taiji. A key principle of Taiji stresses the importance of using a gentle approach to counter a strong force. Instead of countering a strong force with an equally strong opposing force, one should leverage the energy created by the opponent’s strong force to counter-attack. Hence, the study propose that when institutions pose strong barriers to innovations, one approach is to identify how barriers can be turned into enablers to guide the design of the innovation. The key to this approach is to focus on the users of the innovation, to understand the pain points that institutional barriers bring to users, so that an innovation can be designed to effectively address these pain points. Prior literature does not adequately focus on understanding how users’ experiences should be factored into the design of an innovation. This study thus discusses and presents robust design through a case study of an electronic learning system – Ladder Digital College. In the analysis, I first illustrated the adaptative learning process of innovators by analyzing the institutional context in which the innovation is adopted, to identify the constraints or challenges individuals faced as a result of strong institutional forces. Second, we discuss the design features of the innovation, examine how they help users to overcome the challenges and counter the key barriers posed by institutional forces and identify the design principles of the innovation adaptation. The findings advance the concept of robust design by noting the importance of innovator’s adaptative learning and design principle of innovation. Theoretical contributions and practical suggestions are also elaborated.

台灣IC設計產業的技術並非是最尖端的，也不具有低人力成本與低價格的優勢，並且夾擠在先進的「創新領導型聚落」（例如：美國矽谷）與低成本優勢的「製造成本控制型聚落」（例如：中國大陸上海）之間發展。但台灣新竹的IC設計產業聚落卻仍能在知識快速流動的空間趨勢中，持續且擴大地理群聚效應，成為全球IC/半導體產業的重要節點。因此，本論文旨在回答以下的研究問題：在知識快速流動的空間趨勢中，為什麼台灣IC設計產業仍鑲嵌在台灣的經濟社會環境中持續群聚與成長？ 本論文有以下主要研究結論：（一）IC設計廠商在台灣形成新竹與台北兩個產業聚落，新竹產業聚落包含「快速跟隨型」與「專業化型」兩種台灣IC設計廠商，台北則是「專業化型」廠商群聚。「快速跟隨型」IC設計廠商採取「次進市場」時間策略，「專業化型」IC設計廠商則以「市場區隔」時間策略切入產品生命週期；（二）新竹地區廠商的快速跟隨策略，由速度、彈性與成本控制的制度環境所支撐，其群聚效應與成長速度高於台北產業聚落；（三）本論文驗證了知識的快速流動空間，有助於地方空間的快速技術學習與產業群聚效應。 / Taiwan’s IC design industry, located mainly in the Taipei-Hsinchu corridor, has important status in the global value chain of the world semiconductor industry. Nevertheless, it neither has cutting edge technology nor has the lowest cost advantage; it is besieged between leading innovative cluster (eg. Silicon Valley) and catch-up cluster that is based on production cost (eg. Shanghai). Most significantly, it still continues to grow in the age in which place is said to be meaningless due to the tendency of space of flows. This study thus aims to answer the following question: why does IC design industry still continue to embed in and to grow in the northern part of Taiwan? My research findings can be summarized as follows. First of all, it is found that there are two major IC design clusters in the northern part of Taiwan: Hsinchu and Taipei. Secondly, it is found that firms in Hsinchu cluster have both “fast follower” and “specialist” characteristics, whereas IC design firms in Taipei has only “specialist” features. Fast follower firms adopt “second-to-market” strategy and specialist firms adopt “market-segmentation” strategy to enter the product market in the product-life-cycle. Thirdly, due to the fact that fast follower firms in Hsinchu are supported by institutionalized features that can sustain speed, flexibility, and cost-control which Taipei lacks, Hsinchu thus has better agglomeration effect and growth rate. Finally, this study concludes that current tendency of space of flows in which knowledge can be transmitted through space is contributive to Taiwan’s fast technological learning and clustering effect.

In the service economy, as markets change from offering physical products to offering service products, organizations across many industries must embrace this transformation to remain competitive. Mobile technology plays an important role in this transformation because of characteristics such as mobility. According to customer variability in service encounters, we identify several individual differences that affect the quality of the service encounter and try to determine how these factors moderate the effect of mobility in the design of the mobile service. Therefore, we argue that a fit exists between mobile service design and individual difference that increases service performance. The results of this inquiry can guide service providers in developing more attractive mobile services through mobile technology.

在面對市場強力競爭之下，許多企業為了達到永續經營的目的，往往藉由改善產品品質、降低生產成本以及加強產品的彈性與效能，以便創造出符合顧客需求的優良產品，進而提升市場競爭力。 本研究主要的對象為電源轉換器(Switch Power Supply)。該電源轉換器在運轉的過程中時常會有溫度過高的情況發生，進而影響顧客對於產品的滿意程度，因此希望藉由降低電源轉換器的溫升以及溫升變異，來提升產品的品質以增加顧客的滿意度。在本研究中利用田口方法以及實驗設計去規劃出適當的實驗流程與實驗方法，並且經由實驗來收集實驗數據，分別採用灰關聯分析、主成分灰關聯分析、模糊評估分析和倒傳遞類神經網路等四種方法進行實驗分析，以決定出最適因子水準組合。 根據工程經驗與實驗結果得知，電源轉換器內主要發熱零件為IC、T1、LF1和D7。最適組合之確認實驗與現況比較發現，雖然LF1的平均溫升約比現況高2℃左右，但是IC、T1和D7的平均溫升卻可以降低2∼4℃，而且這四個主要發熱零件的溫升標準差也都有大幅降低的現象，由於降低產品變異也會提昇產品品質，一旦產品品質提升了便能夠增加市場競爭力，並且增加顧客的購買意願，因此本研究所找出的最適外殼鑽孔形狀與矽膠片厚度組合的改善效果良好。

隨著資訊科技的發展，筆記型電腦已經愈來愈普及，且價格不再高不可攀，消費者在選購電腦時，會以筆記型電腦取代桌上型電腦，因此消費者的購買意願增加，如何吸引消費者的購買意願，是目前許多企業所面臨的問題。消費者在購買產品前所考慮因素以品質最為重要。電腦公司若能提供品質保證，勢必能增加消費者購買的意願。 筆記型電腦為高精密與高價值的產品，攜帶方便為此產品的特色。由於攜帶方便的特性，顧客可以攜帶著筆記型電腦工作，因此一時的疏忽常對筆記型電腦造成損害，其中以外力所造成之損害最為嚴重，包括衝擊碰撞與摔落碰撞。 本研究以北縣某筆記型電腦製造公司之客戶維修資料與公司摔落測試之統計，以液晶螢幕燈管和玻璃損壞之成本最高。所以本論文主要目的希望能研究出筆記型電腦摔落之最佳保護設計，減低摔落所造成之損壞。針對研究之筆記型電腦抗摔落問題規劃防摔角墊實驗以收集相關數據，並利用以下六種不同的分析方法，(1)變異數分析結合迴歸分析方法、(2)田口方法、(3)田口損失函數法、(4)倒傳遞類神經網路法、(5)模糊結合TOPSIS法與(6)模糊結合類神經網路法，分別決定最適防摔角墊組合，並比較其最適防摔角墊組合之異同。倘若這六種分析方法結果不盡相同，則再規劃實驗以求得最適角墊硬度與面積，得到最適防摔角墊組合。

近年來，台灣工業電腦表現突出，產值幾乎年年提升，在台灣資訊硬體產業中是異軍突起的產業。但事實上台灣的工業電腦產業的產值並不大，不到台灣資訊硬體產業的百分之二，是屬於一種利基型的產業，故至目前為止，毛利都還是相當高，約在30%~40%之間。但毛利高卻並未引起飽受低毛利之苦的國內資訊硬體大廠的垂涎，這與其產業的特性及文化有相當大的關係。 此外，台灣資訊電子工業是以代工模式起家，發展至目前全球第三大產值的規模，也有自創品牌；而台灣工業電腦產業也思循者類似的軌跡發展，但因產業特性有不同，故在業務模式的發展上有所差異。本研究探討下列議題：（1）工業電腦產業的特性（2）OEM/ODM/OBM業務模式特性，以瞭解何種業務模式較適用在台灣的工業電腦產業。 本研究藉由探討工業電腦產業的特性為基礎，再經由對OEM/ODM/OBM模式的業務特性之研究，輔以對國內上市上櫃的工業電腦廠商深度訪談，以了解台灣工業電腦在OEM/ODM/OBM三種業務模式的適用性。工業電腦的特性為少量多樣、密集的售後技術支援、長期供貨及應用在嚴苛的環境；而在業務模式方面，OEM模式基本上是廠商提供產能及生產技術，因目前台灣資訊電子工業生產技術普遍成熟，故附加價值不大，廠商需要靠規模經濟以降低製造成本，但此與工業電腦的應用市場為利基型市場，講求少量多樣的特性不符合；且如研發設計與製造生產分由不同公司負責時，交易成本會增加，故OEM模式不適用於台灣工業電腦廠商；ODM模式的研發與製造為同一廠商，對於講求產品需高度穩定性及需密集後續技術支援的工業電腦產品而言，可提供買主較為可靠的選擇，且工業電腦的應用市場多而分歧，亟需要具有研發實力的供應商針對不同的應用而設計出不同的產品；而對於台灣工業電腦廠商而言，由於提供了研發設計的部分，附加價值較高；故ODM模式對於台灣工業電腦廠商是具有相當的適用性。任何性質的產品想要獲得更豐厚的利潤或顧客忠誠度，抑或是市場佔有率的提升，除了獨占或技術專利之外，都必需走向品牌之路，工業電腦產業亦是如此，故對於工業電腦廠商來說，建立品牌有助於本身的發展；而對於買主而言，品牌代表可信任，代表產品具有相當的可信度，而這正是工業電腦產品市場所最重視的特質之一；故OBM模式在工業電腦是可以適用的。

學習型遊戲可提供學習者一個具備「滿足學習發生的基本需求」、「以問題解決為基礎」、「有趣」以及「吸引人」等特色的安全學習環境，而技能型學習遊戲更不同於一般認知與情意型遊戲，其設計過程除了著重事實、知識之外，更強調經由實際操作或練習使學生能真正習得某些動作和技能。因此，有哪些遊戲設計要素能吸引學習者，讓學習者在進行技能學習過程中感到有趣，進而達到學習目標，值得我們關切。再者，從學習型遊戲設計層面來看，重視學習情緒和使用者經驗是不可或缺的遊戲設計考量面向，特別是在數位學習環境中，哪些遊戲設計要素會對學生的學習情緒及學習成效產生影響，值得更進一步的探討。 因此，本研究採用兩款具遊戲設計要素差異之英文打字遊戲，探討技能型學習遊戲之遊戲設計要素對於學習者之學習情緒與學習成效之影響與關聯，以釐清技能型學習遊戲之遊戲設計要素如何影響學習者之正負面情緒以及學習成效，進而作為學習型技能遊戲設計時的參考。研究結果顯示，具遊戲設計要素差異之技能型英打學習遊戲對於引發女性學習者之負面情緒會產生顯著差異，而男性學習者則未產生顯著差異；本研究採用之兩款技能型英打學習遊戲，均可以有效增進學習者之學習成效，並且遊戲設計要素較高之技能型英打學習遊戲對於男性學習者較具學習成效；具遊戲設計要素差異之技能型英打學習遊戲，其遊戲設計要素之「適時回饋」為設計學習型遊戲時之最重要因素；而學習情緒會影響學習成效部分，僅在低打字能力學習者採用具遊戲設計要素差異之技能型英打學習遊戲時獲得部份驗證。 / Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.

科技的演進可能改變了人們的生活行為。隨著智慧型手機的快速成長，數位敘事將會以一種嶄新的方式產出行動內容。我們透過互動設計的元素以及「行動敘事」的特性為依據，設計了一個無所不在的「行動協作數位敘事平台」，以促進這個改變能實現。利用這個平台，使用者根據他/她的所在地，不僅可以下載閱聽附近的行動內容，並且可以增修或記錄周遭的事物後上傳。我們並加進「協作」的功能到此平台，以提昇內容的多元與豐富，使得閱聽者，更能夠沉浸在敘述的內容當中。除此之外，本平台也增進網路技術，使其可以在離線時仍然可以持續記錄與協作內容，不受時空限制。 我們建置了這個平台以APP的型式在Android系統上呈現，並作田野實驗，以研究此新的行動協作敘事型態。我們針對平台進行兩個部分的評估與分析，其一為使用者介面的評估，我們以放聲思考法進行，並隨後對介面做出修正；其二為平台系統使用評估，此部分以訪談法進行，並同時與系統Log作比對驗證。平台實驗發現的設計元素以及使用行為，希望可以在未來對此領域欲進一步研究者，提供很好的建議。 / Technologies could change users’ behaviors. As the recent growth of mobile smartphones, digital narrative would have a new way to create mobile content. Through interactive design components and features of “mobile narrative”, we design a "Mobile Collaboration Digital Narrative Platform" to facilitate this change. A user can retrieve nearby mobile content, and also have the ability to add, edit or record what is happening at his/her present location. By adding the feature of “collaborative content creation” to the platform, the content can be made more diverse and rich and the reader can better immerse him or herself in it. Moreover, by the enhanced network technology, the platform can also work in offline mode to make it function ubiquitously. In order to study the new type of mobile collaborative narration, we develop the system (an Android App) and do field trial. We evaluate and analyze the system for two parts: one for the assessment of the user interface, and the other for system usage evaluation. We use the think aloud method for the former to amend interface design. For the latter, we interview with users, which are also compared with the system log for justification. The design components and the results for usage behaviors that we found from the new platform will provide a good recommendation for future further study in the field.