雲端行動學習與創意環境對創意表現的影響

Abstract

本研究旨在探討雲端行動學習與創意環境對大學生創意表現的影響。本研究為準實驗研究，採用不等組前後測實驗設計，對象為台北市某國立大學大一的兩個班級，隨機分派為實驗組及控制組，進行教學實驗。本研究以運輸科技領域的單元-水陸兩用機械獸作為教學實驗的單元，分別於實驗組進行雲端行動學習，控制組進行傳統教學。本研究蒐集活動前的設計成績作為前測分數，活動後的設計與製作成績為後測分數，並以創意環境感受量表及問卷訪談蒐集相關資料。在量化資料分析方面，利用SPSS 20.0 for Windows進行平均數、標準差、獨立樣本單因子共變數分析及獨立樣本雙因子共變數分析。在質化資料分析方面，先將資料編碼，再綜合其觀念以發展概念、主題與理論，最後闡明研究發現。 本研究的主要結論如下：1.雲端行動學習對創意歷程具有正向影響。學生多認為使用雲端行動裝置於學習過程，相當具有便利性與及時性；雲端行動學習可以使學生自主參與，並以學生為中心，教師從主導身分轉為引導學習的角色；學生藉由隨時隨地的接收資訊與討論，可以激發更高層次的思考能力，例如問題解決能力、批判思考能力與創造性思維；少數學生會因為過去的習慣或軟硬體限制，影響雲端行動學習的效果。2.雲端行動學習對創意結果新穎性、精美性及整體有正向影響。3.創意環境感受對創意歷程準備階段及反應產生階段有正向影響。4.創意環境感受達一定水準者對創意結果有正向影響。5.雲端行動學習對意環境感受低的學生創意歷程準備階段有正向影響。6.雲端行動學習對創意環境感受低的學生創意結果價值性有正向影響。7.雲端行動學習對創意環境感受高的學生創意結果整體有正向影響。最後，本研究根據研究結果，針對教學中融入雲端行動學習以及後續研究，研提建議。 The Purpose of this study was to investigate the effect of cloud mobile learning and creative environment on college student’s creativity performance. A nonequivalent pretest-posttest quasi-experimental design was used in this research. The objects were two freshman classes selected from a public university and randomly assigned to the experimental group and the control group. A learning activity named Amphibious Mechanical Beast was conducted in this teaching experiment. The experimental was taught using cloud mobile learning, while the control group was taught using the traditional (usual) way. Participant student’s design performances before and after the experiment were evaluated. Creative Environment Scale was used to collect data of student’s perception of creative environment. Additionally, an open ended questionnaire was used to realize student’s learning processes. The one-way analysis of covariance (ANCOVA) and the two-way analysis of covariance were performed in this research. After data coding, relative concepts, themes, and theories were integrated and developed. Finally, the findings were proposed according to result of qualitative data analysis. Those main results of this research were: 1.Cloud mobile learning had a positive effect on student’s creative process. Most participant students thought cloud mobile device using convenient and prompt while learning. Cloud mobile learning improved student active participation, and was student-centered rather than teacher-centered. Participant student’s high order thinking abilities could be improved by receiving information and discussing anytime and anywhere. Those high order thinking included problem solving, critical thinking, and creative thinking. Nevertheless, minor participant students’ learning was influenced by past learning habits and insufficient devices. 2. Cloud mobile learning had positive effects on newness, elaborateness, and total aspect of creative products. 3. Perceptions of creative environment had positive effects on preparation stage and reaction stage of creative process. 4. Perceptions of creative environment which were above a certain level had positive effects on creative products. 5. Cloud mobile learning had positive effects on preparation stage of students’ creative process who had lower perceptions of creative environment. 6. Cloud mobile learning had positive effects on value of students’ creative products who had lower perceptions of creative environment. 7. Cloud mobile learning had positive effects on total aspect of students’ creative products who had higher perceptions of creative environment. Finally, recommendations and suggestions were addressed for implementation of cloud mobile learning and future studies based on results of this research.