創新教學促進學習者的有效學習，是國際當前教育的重要趨勢。為有效評估智 慧機器人、物聯網、影視製作與行銷等三個問題解決導向（problem-based learning, PBL）專班學生之學習成效，本研究之目的旨在應用前一年發展完成之PBL成效評 估量表進行教學實驗，以確認專班學生學習之成效。研究採用文獻分析與準實驗研 究法。研究依循準實驗研究之設計，選擇專班為實驗組，取一般生為對照組，對兩 組學生於學期開始之初，以學習動機、成品評鑑、自我效能、浮流經驗感知等四個 分量表實施前測；並於期末實施後測。以前測成績為共變量，採問題解決導向教學 模式為獨立變項，進行共變數分析，以確認專班學生的學習成效。研究結果充分顯 示出專班學生在四項學習成效量表之變化情形；從學生的學習成效評估量表分析， 進而確認智慧機器人、物聯網、影視製作與行銷等三個專班之教學，採用問題解決 導向教學模式優於一般教學模式。

Using innovative teaching methods to promote students’ learning effectiveness is currently an important trend in international education. The purpose of this study was to evaluate students’ learning effectiveness in these three PBL (Problem-based learning, PBL) classes: Smart Robot, Internet of Things (IoT), and Audio & Video Production and Marketing, by adopting the PBL effectiveness evaluation scale, developed and completed a year ago, and conducting a teaching experiment to verify the learning effectiveness of students in these classes. The methods adopted in this study were literature review and the Quasi-experimental Method. Following the design of the Quasiexperimental method, this study chose the PBL classes as the experimental group, and general classes as the control group. At the beginning of the semester, a pilot test with four sub-scales: “Learning motivation”, “Product evaluation”, “Self-efficacy”, and “Flow experience perception”, was conducted on both groups, and a post-test was conducted at the end of the semester. An analysis of covariance (ANCOVA) was performed in this study, using the pilot test scores as the covariance, and the PBL teaching model as an independent variable, to verify students’ learning effectiveness in PBL classes. The results of this study can fully demonstrate the changes in the four learning effectiveness scales of students in the PBL classes. After analyzing students’ learning effectiveness scales, this study further verifies the teaching model used in Smart Robot, IoT, and Audio & Video Production and Marketing classes that adopting the PBL teaching model obtains better results than the general teaching models.