當課程結合服務學習一併進行規劃時，即在學校端開啟並提供學生實際了解自己與老人互動後感受場域與機會的契機。所以本研究旨在了解大學生經過服務學習後，自我對老人的感覺與其相關影響因素。研究對象為中部某科技大學老人照顧系學生，採便利取樣、結構式問卷進行資料之蒐集，共計回收193份有效問卷。由結果中發現，服務學習成效的九個面向「與老人互動後感到開心」及「覺得服務老人是很有意義的」的相關性雖p>0.01，但均為低度相關性存在。再以複迴歸分析來看，入學動機中「有興趣」解釋了「與老人互動後的感覺」13.6%的變異；服務學習成效總分各題平均值則解釋了「我覺得服務老人是很有意義」之11.5%的變異。因此，服務學習課程在提升大學生與老人互動後之感受實有其正面意義存在。

By-integrating-service-learning with curricular planning, universities can provide students with practical opportunities and venues to understand their own emotions and interactions with the older adults. This study aims to investigate the impact of service-learning on university students' perceptions and factors related to interacting with older adults. The participants were students enrolled in an older adult care course at a technological university in central Taiwan, with a total of 193 valid questionnaires collected through convenience sampling and structured questionnaires. The results revealed that the correlation between "feeling happy after interacting with older adults" and "feeling that serving the older adults is very meaningful" was just p>0.01 in the nine aspects of service learning effectiveness, indicating low correlations. Multiple regression analysis found that students' motivation for enrolling in the course accounted for 13.6% of the variation in "feelings after interacting with older adults," while the average score of the service-learning effectiveness questions explained 11.5% of the variation in "I think serving older adults is meaningful". Therefore, the service-learning course has a positive impact on improving the feelings of college students after interacting with older adults.