本研究以台灣新北市的華新街為個案，探討學生在通識課程中進行結合地方文化議題的數位繪本創作，其學習成效與對數位平台的接受度。研究採用混合方法，主要以質性訪談蒐集學生學習歷程與感受，並輔以科技接受度模型（TAM）問卷及前後測的量化資料，進一步驗證學習成果與平台使用經驗。研究對象為8 位高中與大學生，以Animaker 與StoryJumper作為數位繪本創作工具。結果顯示，學生透過數位繪本創作不僅加深了對華新街文化的認識與興趣，也認同數位平台在提升學習動機與表達能力方面的價值。其中，多媒體特性能協助學生具體呈現與反思地方文化內容。本研究顯示，文化議題融入數位創作活動可支持通識課程的在地化學習目標，並拓展學生的文化視野與科技素養，對未來發展融合科技與人文的教學模式具有參考價值與實踐潛力。

This case study investigates students' learning outcomes and technology acceptance from a general education course that integrates local cultural themes through the creation of digital picture books about the Huaxin Street in New Taipei City, Taiwan. Employing a mixed-methods approach, researchers primarily collected qualitative data through interviews to explore students’ learning processes and experiences, complemented by quantitative data from a pre- and post-test Technology Acceptance Model (TAM) questionnaire. Participants were eight high school and university students who used Animaker and StoryJumper as digital storytelling platforms. Results indicate that digital picture book creation not only deepened students’ understanding and interest in the Huaxin street culture but also fostered a positive perception of digital platforms that enhanced learning motivation and expressive abilities. The multimedia features of these platforms helped students concretely present and reflect on local cultural issues. This study demonstrates that integrating cultural issues into digital creative activities can support the localization goals of general education, expanding students’ cultural awareness and technological literacy, and offer valuable insights for developing future interdisciplinary teaching models that blend technology and the humanities.

在地化教學; 科技接受度模型（TAM）; 通識教育; 數位繪本

localized education; technology acceptance model (TAM); general education; digital picture books