大專技職院校，透過「從實踐中學習」（Learning by Doing）演化成「經驗學習法」（Experiential Learning），主要是指透過實踐及反省而達致學習。這個教育模式設積極參與問題解決的歷程會帶來最佳學習效果。本研究對照比較同科系二團隊，其一是單一科系、參加單一競賽；另一團隊則以日本教育學者藤川聡所提案之RD System（Rotating Duty System）加以改進，運用於由設計學院與商管學院之跨領域組合團隊。探討整體參賽過程並以問卷調查，針對背景不同的二組團隊成員參加競賽之學習成效做一評估。評估結果,所有的選項以RD System長期循環運作之跨領團隊之評估效果，均高於單一科系專題團隊。同時以RD System長期循環運作之跨領團隊之評估效果，在『溝通能力』上成效最為顯著。

Technology College, through the ＂learning by doing＂ evolved into ＂Experiential Learning＂, mainly refers to the practice and reflection to achieve through learning. This educational model designed to actively participate in the process of problem solving will bring the best learning results. The case study, compared with the same department two teams, one team is single department, participate in only one contest. One team is with the proposal of the Japanese education scholars Fujikawa Satoshi RD System (Rotating Duty System) to be improved and applied to College of Design and College of Business and Management, integration and operation of the competition portfolio interdisciplinary team. Assess the overall Participating Procedures and use questionnaires; different team backgrounds of the same department affect Contest learning effectiveness. Results of the assessment: RD System team all options are better than single department team. RD System team assessed the effect is the best ＂communication skills＂.