本研究旨在探討結合反思平台之數位敘事教學對研究生反思表現、數位敘事自我效能以及敘事表現的影響，並探討小組合作的數位敘事表現。研究對象為臺北市一所科技大學28名研究生，採用「單組前後測設計」，實施為期18週的實驗教學，並進行反思表現與數位敘事自我效能之前後測問卷，以及評估個人的敘事表現與小組的數位敘事表現。此外，以質性訪談探討學生在結合反思平台之數位敘事教學的學習經驗及看法。量化研究結果表明，經過結合反思平台之數位敘事教學可提升研究生反思表現中的思考深化，以及數位敘事自我效能，而數位敘事自我效能還能進一步促進反思表現。此外，小組合作之數位敘事作品有良好的表現，但研究生個人之敘事表現並無顯著提升。質性資料則發現，數位敘事反思模型之課程安排、反思平台中的故事結構鷹架與同儕回饋，以及團隊合作都對研究生的學習表現產生積極影響；然而，因個人特質與經驗的不同，較有先備知識的學生在敘事表現上較無進步的空間。最後依據研究結果，提出對未來研究及實施結合反思平台之數位敘事教學相關課程之建議。

This study aims to explore the effects of digital storytelling with the reflective platform on graduate students' reflection performance, digital storytelling self-efficacy, and narrative performance. In addition, their performance on digital storytelling through group cooperation is also discussed and analyzed. Research participants recruited are 28 graduate students at a university of science and technology in Taipei. This study adopts a one-group pretest-posttest research design in which the participants receive an eighteen-week course, conducting the pretest-posttest questionnaire for narrative performance and digital storytelling self-efficacy. It also uses the pretest-posttest design based on “storytelling through pictures” to evaluate their narrative performance. Meanwhile, the digital narrative evaluation form is administered to evaluate each team's digital narrative performance. Study results include qualitative data retrieved from interviews to make up for the limitation of quantitative findings and to understand students' opinions on digital storytelling with the reflective platform. This study finds that digital storytelling with the reflective platform enhances not only the deepening of reflection but the digital storytelling self-efficacy among the participants. It is also found that digital storytelling self-efficacy can further promote reflection performance. In addition, group work among the participants has led to their satisfactory performance on digital storytelling, but their narrative performance has not improved significantly as a result.
Qualitative findings indicate that the curricular involvement of the digital narrative reflection model alongside story structure scaffolding, peer feedback in the platform, and teamwork contributes to the learning performance of the participants; however, due to extraneous variables such as individual characteristics and prior experience among the participants, those with high prior knowledge tend to show rather less improvement in narrative performance. Finally, based on the research results, suggestions are made for future research and introducing reflection platforms to digital storytelling-based courses.

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