Experiential learning theory enables learning and the curriculum to establish the exchange of learning experiences. Studies have found that learners who proactively provide guidance from others perform better. Students apply the professional skills learned from their own experience, meet their learning needs, and ask questions from their peers, which can enhance the true value and confidence of cooperative learning. This research mainly investigates students' learning experiences and effects in the field of design. The advertising design course is used for experiential learning planning. 63 students are divided into study groups and teaching groups. The study activity survey includes the motivation and attitude of the learning process, learning relationship, and learning effect. The survey of teaching activities included learning ability, peer cooperation, and learning engagement in preparing for the course. The research scale adopts the Likert-type five-point scale and uses the correlation analysis and variance analysis of SPSS statistical software for data inference. The results show that there is a moderate correlation between the variables, and the learning engagement of teaching preparation has a significant impact on the learning effect. Experience and collaboration in the field of design are important, and traditional learning methods are constantly revised. If students can accumulate design learning experiences and cooperate with peers in teaching activities, new experiences and effects will be generated. When students can play the roles of both participants and instructors, they must be able to reflect on the capabilities required by their majors and how to gain collaborative experience and learning effects.
Shu-Yin Yu, Ming-Chuan University, Taiwan
Stream: Learning Experiences
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