完整後設資料紀錄
DC 欄位語言
dc.contributor.authorPhan Pham Thuy Vyzh_TW
dc.contributor.authorHibiki Taguchizh_TW
dc.contributor.authorRyuki Nishizh_TW
dc.contributor.authorSakura Yamadazh_TW
dc.date112學年度第二學期zh_TW
dc.date.accessioned2024-10-09T03:43:51Z-
dc.date.available2024-10-09T03:43:51Z-
dc.date.submitted2024-10-09-
dc.identifier.otherD1277103, D1133651, D1135623, D1133958zh_TW
dc.identifier.urihttp://dspace.fcu.edu.tw/handle/2376/4944-
dc.description.abstractAbstract In recent years, Taiwan has achieved a remarkable 99% adoption rate of school lunches in elementary and middle schools. Despite this widespread implementation, concerns have been raised about the nutritional quality and appeal of these meals. The Child Welfare League Foundation’s “2023 Survey Report on School Lunches in Taiwan” highlights significant issues, including high levels of food wastage and student dissatisfaction with meal options. Many students reported leaving substantial portions of their meals uneaten, particularly vegetables and staple foods, due to repetitive menus and excessive greasiness. Additionally, while students generally understand the importance of nutrition, they lack detailed knowledge about dietary requirements and the relationship between diet and health. In response, Taiwan’s Ministry of Education is investing NT$20 billion over four years to enhance digital education, providing 61,000 tablet computers to schools. This initiative aims to improve students’ nutritional knowledge and promote healthier eating habits through digital learning tools. This paper proposes a solution to these challenges through the innovative use of technology, specifically the Pokémon EAT gamification. This approach combines gaming with nutrition education to engage students and enhance their understanding of healthy dietary choices.zh_TW
dc.description.tableofcontentsTable of Content Table of Contents Chapter 1 Identify problems and general solutions. 6 1.1 Introduction: 6 1.2 Problem statement: 6 1.3 Objectives: 7 Chapter 2 External Analysis 7 2.1 PESTEL analysis: 7 2.2 Consumers analysis: 8 Chapter 3 Prototype of the proposed technological product 9 3.1 Wireframe model: The application basically relates to nutrition education. 9 3.2 Structure and Design of product: 9 3.3 Solid model - Internal workings: 9 Chapter 4 Mock up 10 4.1. Working model: 13 Chapter 5 Creativity and value of the work 13 5.1 The social value created by the work: 13 5.1.1 Issues and tasks to be improved: 13 5.1.2 Goal Setting: 14 5.1.3 Business Model: 14 5.1.4 Target Audience: 14 5.1.5 Evaluation of potential social influence (Expected Benefits and Costs): 15 Chapter 6 Implemented Plan and Expectation 16 6.1 Action plan and specific methods of improvement (Schedule & Techniques) 16 6.2 Long-term Plan: 16 6.3 Creativity and uniqueness of the work (Before & After Analysis): 17 Chapter 7 Profit Prediction 17 Chapter 8 Elevator Pitch 19 References 21zh_TW
dc.format.extent20p.zh_TW
dc.language.isoenzh_TW
dc.rightsopenbrowsezh_TW
dc.subjectTaiwanzh_TW
dc.subjectschool luncheszh_TW
dc.subjectnutritionzh_TW
dc.subjectfood wastagezh_TW
dc.subjectstudent satisfactionzh_TW
dc.subjectdigital educationzh_TW
dc.subjectMinistry of Educationzh_TW
dc.subjectChild Welfare League Foundationzh_TW
dc.subjectPokémon EATzh_TW
dc.subjectgamificationzh_TW
dc.title2024 Technology Innovation Application Model - Pokémon EATzh_TW
dc.title.alternative2024 Technology Innovation Application Model - Pokémon EATzh_TW
dc.typeUndergraReportzh_TW
dc.description.course科技管理zh_TW
dc.contributor.department國際企業管理全英語學士學位學程, 商學院zh_TW
dc.description.instructorChen, Jui-Yu-
dc.description.programme國際企業管理全英語學士學位學程, 商學院zh_TW
分類:商112學年度

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