VR應用對創意動機與創意表現的影響——腦波的研究

Abstract

元宇宙作為未來教育的新趨勢，重新定義教育空間及教學模式，虛擬實境應用亦包含其中。而創造力研究中，藉由腦波探討學習者的創意表現及創意動機，則有助於了解創造力的內在歷程。本研究為探討 VR 應用對創意動機、創意表現及腦波變化之影響。研究對象為某國立大學 62 名學生，分為實驗組（24人）與對照組（38人）。實驗組使用 VR 應用於教學，對照組接受講述式教學配合多媒體教材。採不等組前後測準實驗設計。以「機關設計」為教學主題，研究工具包括 HTC VIVE 和 Gadgeteer 教學軟體，腦波測量則使用 MindWave Mobile 2，並以「創意動機量表」、「創意歷程評量表」、「創意結果評量表」和腦波數據APP來蒐集數據。後進行單因子共變數分析、平均數和獨立樣本 t 檢定，以檢驗 VR 應用對創意動機、創意表現及腦波變化之影響。研究結果如下：（1）VR應用對之創意動機具有顯著正向影響；（2）VR應用對之創意表現（「創意歷程」及「創意結果」）具有顯著正向影響；（3）VR應用對部分創意歷程腦波變化具有顯著正向影響。最後依據研究之結果，再提出可充分運用虛擬實境之特性支持創意的發展、強化結果階段之教學以促進 Alpha 波等建議，且未來可探討 VR 應用於不同學習階段、比較不同新興科技工具，以及深入分析其他種類腦波在創意歷程中的變化。The Metaverse, as an emerging trend in future education, is redefining educational spaces and instructional models, with Virtual Reality (VR) applications playing a central role in this shift. In the field of creativity research, analyzing learners’ creative performance and motivation through brainwaves offers valuable insights into the intrinsic processes of creativity. This study examines the effects of VR applications on creative motivation, creative performance, and brainwave variations. The sample comprised 62 students from a national university, divided into an experimental group (24 students) and a control group (38 students). The experimental group engaged in VR-based instruction, while the control group received traditional lecture-based teaching supplemented with multimedia materials. A quasi-experimental design with pre- and post-tests for unequal groups was utilized. The course theme was"mechanism design," using the HTC VIVE and Gadgeteer teaching software. Brainwave measurements were conducted using MindWave Mobile 2, and data were collected through the Creative Motivation Scale, Creative Process Assessment, Creative Products Assessment, and a brainwave data app. Statistical methods including one-way ANCOVA, mean analysis, and independent sample t-tests were employed to assess the impacts of VR on creative motivation, performance, and brainwave patterns. The findings revealed:(1) VR applications significantly enhance creative motivation; (2) VR applications significantly improve creative performance, encompassing both creative process and creative outcomes; (3) VR applications significantly affect certain brainwave patterns during the creative process. Recommendations are made to fully utilize the unique features of virtual reality to foster creative development, to enhance teaching during the outcome phase to promote Alpha waves, and to explore VR applications in various learning stages, compare different emerging technological tools, and conduct an in-depth analysis of other brainwave patterns during the creative process.