影響設計成敗最關鍵的莫過於創造思考，而想像則是培養創造思考的重要基礎，亦是設計能不斷求新求變的原動力。本研究針對視覺傳達設計領域，探討促發學生想像的環境因素；以及這些因素在不同設計階段如何促發學生的想像。在本研究中，「想像」意指：視覺傳達設計系所學生面對設計任務時，其內心圖像的演化歷程，此類圖像通常會從個人舊有的意象記憶發展出新的事物。本研究將視覺傳達設計流程分為：問題定義與設計分析、概念設計與草圖製作、成象與溝通等三個階段，針對學習環境的四大構面設計量表。本研究結果得知：「社會構成」與「組織措施」兩個因素對想像促發的影響最巨。研究團隊亦發現，各個階段的環境影響排序不同，也因此產生互異的促進作用。本文總結呼籲，如何從外在的學習環境來協助學生建構個人的意象記憶，再透過內在心理與個人特質來瞭解此類記憶的發展與演化，進而型塑成為設計的專業能力，是每一位視覺傳達設計教育工作者必須要共同面對的議題及挑戰。

The key to the success of the design lies in the capacity of creative thinking. Imagination is the basis for cultivating creative thinking, and thus the driving force of innovation. This study aimed to analyze what environmental factors can stimulate imagination and explore how these factors stimulate imagination in different design phases. The research targets were students in the field of visual communication design. In this study, “imagination” referred specifically to “the process of transforming the inner imagery of visual design school students when they face a design task.” The research team divided the design process into three phases: problem definition and design analysis, concept design and sketching, and production and communication. Influences in the learning environment were deconstructed into four factors: physical, organizational, socially constructed, and human aggregate. Our results indicated that the socially constructed and organizational factors have the greatest influences. These effects were seen in the design process, especially in the phase one (problem definition and design analysis) and with a lesser effect in the phase three (production and communication). How do we help our students construct imagery through the external learning environment? How do we help them facilitate the development of these memories? How do we help them translate their images into professional design capabilities? As educators in the field of visual communication design, all of these are crucial challenges for us to face.