本研究之目的在於探討心智圖法融入「方案評估與設計」課程之學習歷程與成效，採質量並重的混合研究。參與本研究之成員，包括二間失智日照中心年齡65歲以上之高齡者共32名及36名大學生。由大學生分二組各設計一符合失智高齡者與大學生間可共同進行的單次之代間認知方案，以單組前後測相依樣本t考驗方式，測量大學生參與方案活動前後之學習成效差異，同時輔以質性內容分析方式，分析大學生參與該活動方案後之心得反思資料。結果發現學生在其認知領域、技能領域、情意領域的前後測皆達顯著差異，且亦發現透過融入心智圖法後，學生的學習成效顯著提升；同時產生四項成長性經驗，包括「心智圖教學法翻轉傳統課程、修正對失智高齡者觀感、個人正向成長、反思個人未來職涯選擇」等。基於前述研究結果，提供相關建議於後續研究及實務工作參考。

This study investigated the learning process and effects of incorporating mind map in a program evaluation and design course with both qualitative and quantity methods. The members who participated in this study included 32 older adults over the age of 65 from two-day care centers of dementia and 36 students. Students were divided into two groups to design an intergenerational cognition program that fits a single program that can be carried out jointly by demented seniors and students. The results found that students had significant differences in their cognition domain, skill domain, and affective domain. It was also found that after incorporating the mind map method, students' learning outcomes were significantly improved. Meanwhile, three growth experiences were produced, including "mind map teaching method flips traditional curriculum, modification of the plan for demented older adults, personal positive growth, and future personal future career choices". Based on recent research results, relevant suggestions are provided for follow-up research work practice.