本研究的主要目的在於以PISA合作問題解決能力矩陣為基礎，透過數位行銷課程來探討數位敘事融入跨領域專題導向課程對於學生的合作問題解決能力之影響。本研究之數位敘事融入跨領域專題導向課程是由四門不同領域的課程所組成，並以121位選修此四門課程之學生作為研究參與者，採用「單組前後測」實驗設計，並以「班級」及「性別」作為自變項，「合作問題解決能力」作為依變項，進行為期18週的課程。課程內容除了教授原課程的基礎知識外，同時也進行了六次共同課程，專題作品由研究參與者以異質性合作分組的方式完成。研究資料的蒐集方式為問卷調查，並輔以質性資料的佐證來增強研究的有效性與嚴謹性。研究結果為： (一) 本研究課程能夠顯著提升學生在整體以及各向度的合作問題解決能力。 (二) 經過本研究課程後，音樂表演的藝術班級學生在「遵守約定的規則」和「監控與修訂共享的理解」中的表現沒有顯著差異；教育社會學–理論與實踐班級學生在「描述角色與團隊組織」中的表現有顯著提升；品牌行銷企劃英文班級學生在「發現團隊成員的觀點與能力」中的表現有顯著提升；行銷管理班級學生在「發現團隊成員的觀點與能力」中的表現沒有顯著差異。 (三) 經過本研究課程後，男性在整體以及各向度的合作問題解決能力皆有顯著提升；女性在「監控與修訂共享的理解」以及「檢核執行的結果與評價解決問題的成功與否」中的表現沒有顯著差異。 (四) 經過本研究課程後，不同班級以及不同性別在整體以及各向度的合作問題解決能力皆沒有顯著差異。最後，本研究根據分析結果，針對未來研究者與教育工作者，提出教育實務以及課程實施上的建議。

This study aims to explore the impacts of digital storytelling in an interdisciplinary project-based learning course on students' collaborative problem-solving competency through a digital marketing course, based on the PISA Collaborative Problem-Solving Framework. 121 students who enroll in these four 18-week different elective courses participated in the study. The one-group pretest-posttest experimental design is conducted. "Class" and "gender" are the independent variables, and "collaborative problem-solving competency" is the dependent variable. The students took the four courses separately and attended the digital marketing course cooperatively for six times. The final project was completed by groups which followed the interdisciplinary grouping. The research includes quantitative data, collected by using questionnaire, and qualitative data to enhance the effectiveness of the study. The results of the study are as follows: (1) The course can improve students' overall collaborative problem-solving competency and all sub-constructs. (2) After the course, there is no significant difference in the performance of the students from Music and Art in "Following rules of engagement" and "Monitoring and repairing the shared understanding"; the students in Sociology of Education have improved significantly in "Describe roles and team organization"; the students in English for Brand Marketing have improved significantly in "Discovering perspectives and abilities of team members"; there is no significant difference in the performance of the students from Marketing Management in "Discovering perspectives and abilities of team members". (3) After the course, the overall collaborative problem-solving competency and all sub-constructs of male participants have improved significantly; there is no significant difference in the performance of female participants’ collaborative problem-solving competency in "Monitoring and repairing the shared understanding" and "Monitoring results of actions and evaluating success in solving the problem". (4) The students of different classes and different genders have no significant differences in the overall and sub-constructs of collaborative problem-solving competency. Finally, the research and practical recommendations are provided according the findings of the current study.

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