本研究採問卷調查，目的在針對產品設計領域，探究學習者心理影響促發想像的相關因素，及其在不同設計階段的運作歷程，並考驗互異的人口變項對促發想像的差異。結果得知：促發學生想像的心理因素包括：「認知生產」指透過不同的思考方法進而促發想像；「促發動機」指當設計者感覺有趣、好奇等動機時，能促發設計者想像；「情緒感受」指設計者的情緒感受會影響想像的促發；「做中悟」指設計者會在動手操作與反覆檢視草模的過程中促發想像；「自我效能」指當設計者具備預想設計成品樣貌、設定目標等效能感時，將能促發想像。此五個因素在不同設計階段，有獨特而互異的作用存在；同時，此差異也顯現在不同年級，以及不同學校類別的學習者之間。

This study aims at exploring the factors and the processes of learners’ psychological influence on imagination stimulation in the field of product design. On the one hand, we analyze what psychological factors can stimulate imagination and explore how these factors stimulate imagination in different design phases. On the other hand, we examine the effects of gender, academic standing,and kinds of college on imagination stimulation in different design phases, in order to construct the
empirical research for future studies. Five psychological factors were emerged during this study including: the first factor, cognitive generation, measured the degree to which participants considered what cognitive approaches would stimulate imagination. The second factor, prime motive, assessed participants’ perceptions of the influence from the initial driving force. The third factor, emotional sensibility, measured the extent of which participants reported being influenced by an intention to include. The fourth factor, inspired by doing, examined how participants felt that their imagination was influenced by the meta-thinking with hands-on practice. The fifth factor, self-efficacy, evaluated the extent of which participants reported being influenced by the belief in their own competence. Our results indicate that there are significant differences among genders, academic standings, and institutions in the three phases.