網路同步學習中智能與環境對大學生科技創造力的影響

Abstract

本研究旨在探討「網路同步學習」對大學生科技創造力的影響，以及在網路同步學習環境中，多元智能及環境對學生科技創造力的相關性及預測力。研究者以準實驗研究法之「不等組前後測設計」，以台灣師範大學修習運輸科技課程之學生為研究對象，共計ㄧ百五十三位學生，接受為期四週十二堂課的實驗課程，實驗組以網路同步學習的方式授課，控制組以傳統教學方式授課。 研究工具包含「多元智能量表」、「創新環境量表」，以及「構想創意量表」。所得到的資料分別採單因子多變量共變數分析、積差相關以及逐步多元回歸加以分析。本研究主要發現如下： 1.網路同步學習會影響學生科技創造力的奇特性、可行性及價值性，但對科技創造力的新穎性沒有顯著的影響。 2.在網路同步學習環境中，多元智能中音樂智能與科技創造力的奇特性達顯著水準的負相關，其他智能項目與科技創造力的總分及各構面皆無顯著相關。 3.在網路同步學習環境中，挑戰性的工作與科技創造力的新穎性、可行性及總分達顯著水準的相關，組織的障礙與科技創造力的奇特性達顯著水準的相關，其他構面與科技創造力各構面及總分則沒有顯著相關。 4.多元智能及創新環境各構面，只有挑戰性的工作對科技創造力的新穎性及總分有顯著的預測力。多元智能及創新環境的其他構面對科技創造力沒有顯著的預測力。 最後，本研究根據研究發現，提出建議事項，供相關單位人員在教學應用及學術研究之參考。

The purposes of this study were to discuss effects of synchronous learning on college students’ technological creativity performances, and the relations of multiple intelligence, perceptions of Work Environment for Creativity, and technological creativity performance in a synchronous learning environment. A quasi-experimental and pre-post test research design was adapted to teaching experiment in Transportation-Technology curriculum in National Taiwan Normal University. There were 153 students participating in this experiment, which lasted for four weeks. A multiple-intelligence scale, a creative environment scale, and a creative idea scale were used to collect data. Those data were analyzed using MANCOVA, Pearson correlation, and a Stepwise Multiple Regression. Results of this study included: (1) MANCOVA revealed significant differences on novelty, feasibility, and value of technological creativity performance between two groups. No significant differences were found on originality of technological creativity performance. (2) The Pearson's correlation yielded a negative correlation between musical intelligence and novelty of technological creativity performance. (3) There were significant correlations between challenge of Work Environment for Creativity, and novelty and feasibility of technological creativity performance. (4) Challenge of Work Environment for Creativity got obvious predictions toward novelty of technological creativity performance in synchronous learning environments. Implications for future studies and implementation were recommended for improving student technological creativity in online synchronous learning.