摘 要
本研究探討性別差異對文化素養、3D設計學習興趣與3D設計作品表現之影響，並以台南神農街為例，實施結合文化歷史社區的虛擬場景製作課程。本研究共有88位設計科系學生，採量化研究方法，透過問卷調查文化素養與3D設計學習興趣，並利用學生完成的3D設計作品進行評估。獨立樣本t 檢定與描述性統計分析顯示，不同性別學生在文化情意、認知與行為素養上無顯著差異，但整體文化素養表現偏中上，反映當代教育對文化推廣的影響。男性學生在3D設計學習興趣與技能學習上的動機與投入顯著高於女性，特別在結構性與功能性技能表現中更具優勢；而女性學生在紋理資料蒐集與細節處理方面的能力顯著優於男性。本研究建議未來課程設計應考量性別差異，透過多元教學策略強化團隊合作與文化素養的實踐應用，充分發揮學生在技術能力與文化理解上的潛力，以提升數位創意產業的教育成效與包容性發展。
關鍵詞：性別差異、3D設計教育、文化素養、3D設計學習興趣、3D設計作品表現
Abstract
This study examines the impact of gender differences on cultural literacy, interest in 3D design learning, and 3D design performance through a virtual scene production course incorporating a culturally and historically significant community, with Tainan's Shennong Street as the case study. The study involved 88 design students and employed the approach of quantitative research, using questionnaires to assess the students’ cultural literacy and 3D design learning interest while evaluating their 3D design projects. Independent samples t-tests and descriptive statistical analyses revealed no significant gender differences in the students’ cultural affective, cognitive, and behavioral literacy, although overall their cultural literacy was above average, reflecting the influence of contemporary education in promoting cultural values. Male students demonstrated their significantly higher motivation and engagement in 3D design learning and skill acquisition, particularly excelling in structural and functional skill performance, whereas female students exhibited their significantly stronger capabilities in texture data collection and detail processing. This study recommends that future curriculum design put gender differences into consideration and employ diverse teaching strategies to enhance students’ teamwork and their practical application of cultural literacy. The findings of this study are that, by leveraging students' potential in technical skills and cultural understanding, we can improve the educational impact and inclusivity of the digital creative industries.
Keywords: Gender differences, 3D design education, Cultural literacy, Interest in 3D design learning, 3D design performance