解構主義（Deconstruction）在數位媒體設計之應用與視覺圖像與視覺文化的對話是個極富趣味的議題。本研究以「立意取樣法」（purposeful sampling），自銘傳大學數位媒體設計學系選取學生之作品，以「藝術審查」（artistic audit）檢視在後現代社會中數位媒體如何回應解構主義，分析數位原生運用電腦高科技所產生的數位媒體創作，歸納數位原生的表達邏輯，探討數位媒體設計教育之未來方向。本研究總結建構互動式的環境以及鼓勵創作與集體智慧，使個人和群體的價值觀和經驗產生連結，可以增強學生的團隊合作能力和批判性思考能力。解構主義之應用讓學生能活用“全球化”與“本土化”之資訊，並開啟設計過程中視覺圖像、文字、美學元素之多元運用與詮釋面向。研究發現數位原生不僅只是軟體和應用程式的使用者，更主動成為數位內容的創造者以及應用程式的開發者。今日的設計教育者必須能做到終身學習，方得持續提供學生最新的數位e化學習環境，強化學生人文與內涵，培養文化創意，並跨領域提供多元知識。

The application of Deconstruction and its dialogue between visual images and culture in digital media design is an interesting phenomenon of debate. In this study, digital media design works created by digital natives from the Digital Media Design Department, Ming Chuan University, are selected using purposeful sampling method. The study summarizes the logic and perspective of digital natives and analyzes works using artistic audit to find out how digital media respond to Deconstruction in a postmodern society. It also explores possible future directions in the development of digital media design education. It is concluded that with the construction of an environment fostering interaction, creation, and collective wisdom to enable linkage of personal and group values and experiences, students' teamwork and critical thinking abilities are enhanced. The application of Deconstruction helps students to associate ”globalization” with ”localization” and to allow multiple interpretations and arrangements of the visual images, texts, and aesthetic elements in the design process. In addition to being users of software and applications, digital natives also take control in generating content as well as developing applications, thus expressing through modem communications technologies. In order to teach, learn, and construct knowledge with students while providing the latest digital e-learning environment, design educators today must engage in lifelong learning and place emphases on humanities, culture, creativity, and interdisciplinary knowledge.