基于ARCS动机模型的协同设计教学模式研究——以认知症早期筛查环境设计工作坊为例  

Research on Collaborative Design Teaching Mode Based on ARCS Motivation Model——A Case Study of the Early Dementia Screening Environment Design Workshop

作　　者：李文嘉[1] 周雨石 张婧 

机构地区：[1]上海理工大学出版学院

出　　处：《创意与设计》2025年第2期96-104,共9页Creation and Design

基　　金：上海市研究生教育改革项目(2023124);上海理工大学研究生教学建设项目(202412,202435)。

摘　　要：ARCS学习动机模型作为系统化的激励框架,已在教育领域得到广泛应用。本研究以“记忆社区”认知症早期筛查环境设计工作坊为实践载体,探索ARCS模型在协同设计教学中的创新应用路径。基于ARCS模型的“注意力(Attention)-相关性(Relevance)-信心(Confidence)-满意度(Satisfaction)”四类变量,系统分析学生主体的动机问题,开发“记忆社区”工具包与开设工作坊,构建“工具开发-情境创设-知识迁移-评价反馈”的全周期教学体系,并提出相应的教学动机调控策略,解决传统协同设计教学中学生参与度低、任务驱动力不足等内源性动机问题。本研究为设计教育的转型与创新提供了跨学科方法论支持,同时也为认知症友好社区的建设贡献了可推广的实践范式。The ARCS learning motivation model has been utilized extensively in education as a methodical foundation for motivation.The"Memory Community"cognitive early screening environment design workshop served as a useful tool for this study's investigation of the creative usage of the ARCS model in collaborative design education.We created a new model called"Memory Community"after conducting a thorough analysis of the student subjects'motivation using the four categories of variables in the ARCS model:attention,relevance,confidence,and satisfaction.To address the issue of low student participation in traditional collaborative design teaching and insufficient task-driven endogenous motivation,we systematically analyze the motivational issues of the student body,create the toolkit"Memory Community"hold workshops,and build a full-cycle teaching system of"tool development-situation creation-knowledge transfer-evaluation and feedback".We also propose corresponding teaching motivation regulation strategies.In order to address the endogenous motivation issues of traditional collaborative design instruction,such as poor student involvement and insufficient work drive,the study also suggests related teaching motivation regulation measures.In addition to contributing to a generalizable practice paradigm for the creation of a cognitively friendly community,this study offers multidisciplinary methodological support for the innovation and transformation of design education.

关 键 词：ARCS动机模型 协同设计 认知症 教学改革 隐性知识显化 

分 类 号：G434[文化科学—教育学]