爲探討人造環境中物理特徵與人們的美感反應之問的關係，本研究進行形態美學相關實證研究，並檢驗了不同屬性（特別是設計類與非設計類）大學生之間的可能差異。本研究以建築空間的圖片爲調查工具，以國內1167位大學生爲調查對象。在發展調查工具的過程中，先運用多元的交叉比對，逐步約縮做爲調查題目的圖片數量，然後不經「預試」過程，直接進行正式的問卷調查，再根據對調查所得資料的統計分析，進一步約縮題目及因素數目；再以德菲法及焦點團體法解讀各因素之屬性與特徵，並據之對因素命名；最後進行差異分析。結果，本研究獲得兩項主要結論：一、具有「現代科技造形及材質，表現出流動曲線無限延伸及張力感」特徵的建築空間，較可能讓人產生美的感覺；相反的，「誇張的造形與表現手法、過度運用結構體的變化導致突兀感、過於單調的分割與質感、嚴肅的色調與色系搭配」，相對較無法令人產生美的感覺。二、在美感評量的8個因素中，不同性別在3個因素、不同年級在4個因素上有顯著差異，而設計類與非設計類學生則在5個因素上有顯著的差異存在，呼應了國外在這方面的研究結果。本研究最後提出後續研究與設計教學之建議。

To explore the relation of physical features of man-made environment and people's aesthetic response, this study is to carry out the empirical research of formal aesthetics and test the possible differences among college students who major in the design and non-design. We used various photographs of architectural space as the tool of investigation to 1,167 college students. During the process of developing research instrument, we first used multi-cross comparison, and gradually narrow down the quantity of pictures used for the investigation, then conducting formal investigation without going through the "pilot test" process. After the field investigation, we further reduced the quantity of factors and questionnaires according to the statistical analysis of data gathered through the investigation. Then the methods of Delphi technique and the focus group are used to interpret the various factors and physical features, and naming all the factors accordingly before the final differentiation analysis. Two major conclusions are drawn from this study. First of all, a built space with features of "form of modern technology and materials, showing the flowing curve of infinite extension and tension" is more likely to create aesthetic response. Contrarily, "exaggerated form and presentation, excessive use of the structure lead to unexpected changes in sense, and too monotonous segmentation and texture with the solemn tones of color" would hardly give rise to the aesthetic response. Secondly, at the aesthetic evaluation of the 8 factors, different gender and age are significantly diverse in 3 and 4 factors respectively, while students with design and non-design major have significant differences in 5 factors. The conclusion responds studies made abroad in this regard. This study concludes with follow-up proposals for research and teaching of design.