數位科技潮流的帶動下，科技對學習產生相當的影響，數位原生世代的學習方式與過去截然不同，資訊科技融入學習逐漸成為台灣教育盛行的風氣。本研究為一探索性研究，主要是以了解數位原生世代對學習的觀點為主，並希望能夠透過此內容，歸結出影響數位原生世代學習的可能因素。本研究運用三角交叉檢視法與情節分析法，彙整學習關鍵角色之意見與想法，從數位原生世代的學習需求與期待中，探索未來學習的可能型態，希望從中找出影響數位原生世代學習的關鍵因素，以描繪未來的學習圖像，最後依據其關鍵因素，建構出數位原生世代可能的未來學習圖像。 本研究之主要發現為，對於數位原生世代而言，目前正為升學考試主義所苦，致使他們無法在學習中獲得真正的樂趣，學習中科技的使用對他們而言，宛如催化劑般使他們著迷於學習。最後，本研究運用情節分析法的思考方式，描繪出數位原生世代之未來學習圖像中渴望、可能、可見以及不樂見的四個未來，分別為快樂e樂園、森林教室、數位補習班以及填鴨學堂。 Learning pattern of the younger generation is different from the past because we have already entered the digital technology world. This research aimed at exploring future images of learning for the so-called “digital natives”. In order to explore deeper meaning of learning, this research used the methodology of triangulation to get more plentiful and in-depth images of future learning. This research also adopted semi-structural interviews to collect opinions and ideas from various groups of stakeholders. This thesis found two key drivers - the degree of technology usage and learning patterns which affected their images of learning. The analysis was followed by scenario that explores alternatives of learning including undesirable, plausible, possible, and desirable futures of digital native’s learning images of Taiwan. The undesirable scenario is spoon-fed education, the plausible scenario is digital cram school, the possible scenario is natural educational style classroom, and the desirable scenario is e-learning paradise.
