學生執行產品設計的過程當中，會因為設計事件的不同而有情緒的轉換，當中會接觸師長與同儕，帶來外在學習環境上的刺激。學習環境創造了學習體驗，不同的外在因素會帶來不一樣的學習體驗。學習體驗包含了情緒，情緒也因學生面對事件的態度產生差異。這些外在因素影響著做產品設計的情緒，工業設計學生除了要面對學期的作品進度壓力，同時也在處理及應對外在環境的改變，做出相對應的措施，幫助自己度過挑戰，並從中學習。
學習環境有不同區分方式，當中的空間環境、同儕與師長的參與是學生學習過程中最為緊密的，可以幫助釐清學生做設計過程當中影響情緒的重點因子。學生在學校環境常常處在教室環境與協作空間，也就是團體與小組活動的範疇。個人學習空間和非正式空間是較為彈性的，個人獨立空間常常會在學校宿舍或是自己的租屋處，非正式空間沒有特定的地點，可以在學校內，也可以在學校以外的空間下提供學生學習的場所。接觸到的人往往會是同儕與老師們，這些關鍵人物，會提供學生做設計的評論與個人的見解，直接與學生互動過程，會導致情緒上的反應。
學生在設計過程與外在環境產生互動，觀察關鍵角色與空間影響學生情緒的因果關係，推論學生的情緒起伏與這些因素的關聯性。本研究使用使用者旅程地圖，與學生面對面訪談的方式蒐集資料，經由分類，統整出情緒、空間、人與設計過程的關係。

During the process of product design, students will have emotional changes due to different design events. They will come into contact with teachers and peers, which will bring stimulation to the external learning environment. The learning environment creates the learning experience, and different external factors will bring different learning experiences. Learning experiences include emotions, and emotions vary depending on students' attitudes toward events. These external factors affect the emotions of product design. In addition to facing the pressure of the progress of the semester's works, industrial design students are also dealing with and responding to changes in the external environment, and taking corresponding measures to help themselves overcome challenges. And learn from it.
There are different ways to distinguish the learning environment. Among them, the spatial environment, the participation of peers and teachers are the most closely related in the students' learning process, and can help clarify the key factors that affect students' emotions in the design process. Students in the school environment are often in classroom settings and collaborative spaces, which is the realm of group and group activities. Personal learning spaces and informal spaces are relatively flexible. Personal independent spaces are often found in school dormitories or your own rentals. Informal spaces have no specific location and can be provided within the school or in spaces outside the school. A place for students to learn. The people who come into contact are often peers and teachers. These key figures will provide students with comments and personal insights on design. The process of direct interaction with students will lead to emotional reactions.
Students interact with the external environment during the design process, observe the causal relationships between key roles and spaces that affect students' emotions, and deduce the correlation between students' emotional ups and downs and these factors. This study uses user journey mapping to collect data through face-to-face interviews with students. Through classification, it integrates the relationship between emotions, space, people and the design process.

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