台灣進入超高齡化社會，台灣退休而活躍的高齡人口不斷攀升，高齡者安老態度有更多元的需求。創客空間蘊含巨大的社區潛力，提供獨特的學習能力及知識共享機會，本研究透過老年人與青少年兩代共同參與創客課程，檢視老年人及青少年對跨代共學的方案與創意老化的看法。
本研究為質性研究，以雲林縣虎尾樂齡學習中心9名老人及虎尾自造教育及科技中心七年級(3男3女)與八年級學生(4男3女)共13名學生為研究對象；總共進行3次課程，利用訪談法與參與觀察法，課程前先進行半結構性訪談，詢問彼此對老的概念及對自我的想法，互動的感受以及自造者課程的想法。
研究結果發現1.老年人對於自我老化的看法，大部分對自己的生理退化是有自覺的，當下的生理衰退只能無助與接受，但是透過社交的連結，能喚起他們好好照顧自己的動機；2.創客空間是一個開放協作的場域，有助於長輩主動參與及自主感，對於跨世代互動的代溝能得到彌補；3.創客課程具有獨特性，鼓勵老人發展解決問題的能力，可以幫助他們強化正向的思維；4. 跨世代的互動透過互相鼓勵、關心、溝通、分享及合作，促成對高齡者的重新理解與認同，達到有意義的學習與新的社會連結意義。
創客課程有別於以往的傳統代間學習，讓富有創造力的老年人持續互動並鼓勵做出貢獻，能讓他們帶來更大的自主權與幸福感，也因為社區資源共享的連結，將各種社會資本網絡重新整合連結，儲備更多社會資本，編織最大的友善網絡。

Taiwan has entered a super-aging society and Taiwan’s retired but active elderly population continues to rise. The elderly have more diversified needs in their attitudes towards aging. Makerspaces contain huge community potential and provide unique learning capabilities and knowledge sharing opportunities. This study examines the intergenerational learning programs of the elderly and adolescents and the creative aging view.
This qualitative study focused on 9 elderly participants from the Hwei Age Learning Center in Yunlin County and 13 students from the 7th and 8th grades of the Hwei Maker Education and Technology Center (3 males and 3 females in the 7th grade, 4 males and 3 females in the 8th grade) as research subjects.; Three courses were conducted in total, utilizing interview and participant observation methods. Prior to the courses, semi-structured interviews were conducted to inquire about their perceptions of aging, self-concepts, experiences with interactions, and thoughts on the maker courses.
The results of the study found that 1. Most of the elderly's views on self-aging are conscious of their own physical deterioration. The current physical decline can only be helpless and accepting, but through social connections, they can be aroused to take good care of themselves. Motivation; 2. Makerspace is an open and collaborative field, which helps elders to actively participate and sense of autonomy, and can make up for the generation gap of cross-generation interaction; 3. Maker courses are unique and encourage the elderly to develop problem-solving skills. 4. Inter-generational interaction, through mutual encouragement, care, communication, sharing and cooperation, promotes a new understanding and recognition of the elderly, and achieves meaningful learning and new social connection meanings.
Maker courses are different from traditional intergenerational learning in the past, allowing creative seniors to continue to interact and encourage contributions, which can bring them greater autonomy and happiness, and because of the connection of community resource sharing, Reintegrate and link various social capital networks, reserve more social capital, and weave the largest friendly network.

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