教育部呼應國內外教學的趨勢，鼓勵大學教師從事創新的教學實踐研究，採行多元的教學方法，來提升學生學習的動機，PBL就是其中一種廣被採行的教學法。本研究的目的在於探討學生參與以餐飲產業為核心的「連鎖加盟創新與創業」PBL課程後情意方面的學習回饋情形。以108學年度下學期，選修餐旅管理系日間部三年級「連鎖加盟創新與創業」課程的醒吾科技大學學生為對象，選修人數共48人（其中四技餐旅系三年級學生45人，其它非餐旅系學生3人），進行為期十八週的教學研究；以問卷調查、文件分析和反思記錄，作為分析學生情意方面學習回饋情形的依據。研究結果指出：無論是問卷調查或是文字回饋，多數的學生在學習後都持高度認同的態度（平均值為4.3±0.7），而且願意繼續修習相關課程（92.5%）。藉由PBL課程教學的規劃，採用小組合作學習的策略，並以多元的方式進行評量，學習者顯示出有很高的課程滿意度（平均值為4.2±0.7）。

The Ministry of Education responds to domestic and foreign teaching trends, encourages university teachers to engage in innovative teaching practice research, and adopts multiple teaching methods to enhance students’ motivation to learn. PBL is one of the widely adopted teaching methods. The purpose of this study is to explore the affective assement of students after participating in the PBL course of Chain Franchise Innovation and Entrepreneurship in the catering industry. In the semester of the 108 academic year, the third-year students of the Department of Hospitality Management in Hsing Wu University taking Chain Franchise Innovation and Entrepreneurship course are targeted, a total of 48 students (including 45 students in the fourth-grade restaurant and hospitality department and other non-restaurant students) 3 people), conducting an eighteen-week teaching research; using questionnaires surveys, document analysis and reflection records as the basis for analyzing students’ affective assement. The results of the study indicates that, in terms of affective, in both questionnaire and text feedback, most students hold a highly positive attitude (average value= 4.3±0.7), and willing to continues to take related PBL courses (92.5%). Through the planning of PBL course teaching, adopting the strategy of group cooperative learning, and evaluating in multiple ways, learners showed high course satisfaction (average value= 4.2±0.7).