現今知識以飛快的速度更新、成長，環境更迭的速度更甚以往，生活中尚待解決的問題也較過去來得複雜。現今，學生必須從學校帶走的不僅有知識，具備多元能力與創新創意的想法亦是適應現在生活與面對未來挑戰的重要助力。108課綱以核心素養作為發展主軸，素養教育之特色恰與以培養解決問題能力與創新思維為特色的創客教育相符，又創客教育以跨學科為特色，使創客教育逐漸在STEAM教育社群間風行。而素養教育注重個別差異化的學習，故教師需給予學生較傳統教學方法更多的關注；然臺灣師生比較歐美各國高，須提供教師觀察學生行為之輔助方法，方能使學生皆能受到適當的關注。
本研究之主要目的在於建置一適用於創客教育學生行為辨識之模型，並建構創客教育學習行為指標；再藉由視覺化工具製作報表，協助教師了解學生學習狀況。藉由人體姿態估測技術，從真實教學影像中獲取姿態資訊並辨識學生行為，再藉由視覺化工具，呈現學習行為出現次數與時間點。並以創客教育現場影像進行測試，了解本研究所建置之模型是否符合創客教育學習行為辨識之使用。最後探討學習行為與後測結果(學習參與度與學習失落量表、空間能力、創客活動內容相關知識、實際作品)的關聯性，提供教師給予學生指導之參考。

In Taiwan, Syllabus 108 emphasized the importance of competencies. The characteristic of competencies education happens to be the same as maker education, which is known for developing problem-solving skills and creative thinking. Moreover, Interdisciplinary is also the feature of maker education; therefore, it becomes famous among STEM educational communities. It's worth mentioning that competencies education focused on individual differences in learning. Thus, teachers should pay more attention to students; it should provide the observational way or tools to assist teachers and ensure students can get appropriate concern. This study is about to build a behavior recognition model, which applies to maker education scenes. We also designed a set of learning behavior indicators in the maker learning activity. With using to data and building report though visualize tool, it can help the teachers to understand the learning situation of students. At first, we pose information by human pose estimation tool from the video recorded from the makerspace. Next, we build a report through the visual tool, display the times of learning behaviors and the time it happened. Then, we input a video captured from the makerspace as a test, figure out whether the recognition model is suited for maker educational scenes used or not. Finally, we figure out the relationship between learning behaviors and factors. We hope these can be references for teachers when they are guiding students.

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