| Summary: | 博士 === 義守大學 === 工業管理學系 === 107 === Digital technology drives the global Outsourcing Semiconductor Assembly and Testing (OSAT) industry to transform into an intelligent factory, and it is necessary for corporates to assist technicians in cultivating adaptive behaviors during the manufacturing process. However, the research findings indicated that "technical creativity" is a critical yet insufficient skill in the process of digital technology development. Although Taiwan''s OSAT industry possesses the most complete industry cluster and professional division of work around the world, it is confronted with the impacts of "low fertility rate" and "learning-application gap". Thus, the intelligent simulation training system has been implemented in the Industrial-Academic Cooperation Plan in order to cultivate technicians. The intelligent simulation training system is primarily utilized to learning the operation skills for the OSAT industry. It is required to further explore how to employ the work-integrated learning mode to cultivate technicians'' creativity in the OSAT industry. Hence, the research conducted investigations on the students with various learning modes to understand the effects of work-integrated learning modes in the intelligent simulation training system on creativity cultivation as well as the learning performance of the participants from different learning modes to develop a creativity-based work-integrated learning mode.
In combination with "Learning Performances in Work-integrated Learning Mode" and "Creativity in Work-integrated Learning Mode" scales, the research employed multivariate statistical analysis to perform quantitative research and applied the creativity dimension of importance performance analysis (IPA) to identify the priority for improvements.
Based on a series of comprehensive evaluation, the research discovered the learners in the work-integrated OSAT learning environments yielded higher satisfaction scores on "learning new working knowledge" and "learning new working skills". Evidently, the current learning mode was considered capable of solving the "learning-application gap" in the experiment field. Regarding the performance of work-integrated learning progress, students'' satisfaction vary significantly depends on their "internship seniority". Henceforth, the research proposed a specific cooperation plan to incorporate the academia and the industry.
In the process of formulating the "Creativity" scale, students'' creativity presented in their "workplaces", "school activities" and "leisure activities" were firstly taken into account to understand their learning progress and ability to propose solutions. As shown in the comprehensive evaluation, the "skills for workplaces" were ranked as the first priority (especially the process to help students transform what they have learned into creativity, i.e. encouraging the enterprise partners to design and manage internal creativity projects with the least risks and to embed the projects to the work-integrated learning courses.) Consequently, the SWOT analysis was employed to enhance the four competitive advantages of cultivating the creativity in workplaces.
Based on the aforementioned findings, the research provided suggestions for combining work-integrated learning with creativity skills cultivation. For example, encouraging students to share and communicate what they learned from the courses with an open heart and to form action plans to implement in workplaces. This learning mode is completely complementary for creativity education and can effectively bridge the gap between learning and application.
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