提供好的教育已是全世界永續發展之目標，亦是當今世界上最重要的議題。而以資通訊技術(ICT)為基礎之「翻轉教室」教育模式相關議題，也因ICT的長足進步及日益重要的數位教育需求得到了許多教育研究者的關注，相關研究文獻數量亦快速成長。回顧近年相關議題的文獻，改善翻轉教室的品質為近年來的重要課題，然而多數文獻著重於討論使用者方面的體驗及品質提升，較缺乏由設計者角度討論如何提升翻轉教室的品質，對於改善翻轉教室品質顯然需要投入更多的研究。
為了能深化對於改善翻轉教室服務品質的相關研究，本研究依研究問題需要，分別採用文獻研究法、個案研究法兩種研究方法。先透過以數據為基礎且能全面性觀察「翻轉教室」發展軌跡之系統化文獻分析方式-主路徑分析法(Main Path Analysis, MPA)，追蹤過往15年間相關研究主題之發展軌跡、用以理解瞭解翻轉教室發展至近期的「改善品質」研究軌跡及特別受到重視的議題。再基於PZB觀點，理解到數位科技設計者對於產品之感知與使用者實際之感知，兩者之間存在著感知落差，故為了改善翻轉教室品質，服務的設計者與使用者間對於數位科技的感知落差已成為當前至關重要的挑戰。
據此，基於資訊領域設計科學工件(Artifact)的觀點，本研究提出數位可供性缺口(Digital Affordance Gap, DAG) 的觀點，以深化使用者對於科技物質性的感知(Perceived Materiality)及對數位科技可供性真實感受與科技設計者所感知的落差的研究，並透過個案研究方式探索翻轉教室服務設計者如何縮短可供性缺口。
本研究進一步藉由制定(Enactment)觀點分析設計者在縮短落差的實踐過程中，如何透過工件認知(Artifact Cognition)以及工件設計(Artifact Design)來回校準；最終，本研究提出了一數位可供性缺口模型(Digital Affordance Gap Model, DAGM)，藉以橋接數位科技設計者與使用者間對於科技感知之落差，以深化翻轉教室品質改善研究。在實務上，本文在翻轉教室、數位可供性的相關研究做出了重要貢獻。

Providing good education is the goal of sustainable development globally and is one of the most important focuses in the world today. The Information and Communication Technology (ICT)-based flipped classroom education model has received considerable attention from educational researchers due to the significant progress of ICT and the increasing demand for digital education, resulting in a growing number of related papers. This study finds that improving the quality of flipped classrooms has been a compelling topic in recent years, however, most of the literature focuses on user experience and quality improvement instead of how to enhance the quality of flipped classrooms from the designer’s perspective. It is obvious that more research needs to be invested in improving the quality of flipped classrooms.
In order to intensify the research on lifting the quality of flipped classroom services, this study adopts two research methods: document analysis method and case study method, according to the needs of the research question. First, this study uses Main Path Analysis (MPA), a systematic data-based literature analysis method that can comprehensively observe the developmental trajectory of flipped classrooms, to trace the developmental trajectory of related research topics over the past 15 years and to further understand the recent trajectory of quality improvement research and the issues that have received special attention in the development of flipped classrooms. Based on the PZB perspective, there is a perceptual gap between the perceptions of the digital technology designer and the actual perceptions of the users. Therefore, the perceptual gap between the designers and users of digital technology has become a critical challenge in strengthening the quality of flipped classrooms.
Based on the Artifacts of Design Science in the information field, this study proposes the Digital Affordance Gap (DAG) to deepen users’ perceived materiality and the gap between the real perceptions of digital technology affordance and those of technology designers. This study also explores how flipped classroom service designers can shorten the affordances gap through case studies.
This study further analyzes how designers calibrate their practices in closing the gap through Artifact Cognition and Artifact Design via an Enactment perspective. This study also proposes a Digital Affordance Gap Model (DAGM) to bridge the disparity between digital technology designers and users’ perceptions of technology so as to escalate the research on quality improvement of flipped classrooms. In practical terms, this study makes an important contribution to the research on flipped classrooms and digital affordance.

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