本研究於大學課程教學活動中邀請社區長者一同參與，藉由長者們與年輕學子間共同參與設計，探討代間共學互動教學對於學生對高齡老化態度與學習成效的影響。研究對象為參加設計思考課程的大學生，採用準實驗設計分為實驗組及對照組，實驗組在總計18小時設計思考工作坊過程中加入社區長者共同學習，對照組則無實施代間共學，於工作坊結束後分別以問卷方式蒐集資料進行量化分析，比較兩組差異。研究發現邀請長者進入課堂共同進行創意思考，讓學生與長者兩代共同學習，讓學生不僅在學習成效方面於自我效能有顯著的提升，且代間共學教學活動影響學生對老化之態度，使學生對於長者社會價值之認知顯著提升並且對於年齡歧視顯著降低，均呈現良好之效果。

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This study investigated the effects of intergenerational collaborative learning on university students’ learning motivations and attitudes toward aging by engaging older adults from local communities in design-based instructional activities. The participants were undergraduate students enrolled in a design-thinking course assigned to either an experimental or control group under a quasi-experimental design. The experimental group participated in an 18-hour design-thinking workshop that incorporated intergenerational collaboration with community-dwelling older adults, whereas the control group received the same instructional content without intergenerational participation. Quantitative data were collected via questionnaires administered after the course, and the differences between the two groups were analyzed. The findings indicate that involving older adults in collaborative creative problem solving significantly enhances students’ self-efficacy for learning and positively influences their attitudes toward aging. Specifically, students in the experimental group demonstrated greater recognition of the social value of older adults and a significant reduction in ageist attitudes, indicating that intergenerational learning within a design-thinking framework yields substantial educational and attitudinal benefits.

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