臺灣博碩士論文加值系統

2011 年雲端技術的興起，引起了數位科技革命性的改變，也帶動了數位内容產業，國内各傳統產業也陸續走向轉型，力求資訊數位化，躍上雲端，以因應日漸龐大且多變的市場需求。如此需求急需大量不同領域的設計人才，然而，學校所培育的設計人才卻無法滿足產業界，因此，知識的創造與應用已經成爲企業和教育的共同目標，而培養學生之創造力既是提升未來的競爭力。

本研究為一初探性研究，研究對象以臺灣地區大專院校修讀數位媒體設計相關科系的大學生為母群體，探討數位媒體設計系所學生的創造力，其與學習環境、學習心理、人格特質有何影響、關聯性與作用。本研究以量化研究，採用問卷進行樣本收集，根據文獻建立「學習環境相關因素」五個構面的量表、「學習心理相關因素」六個構面的量表，透過「促發動機」和「做中悟」雙中介效果對「創造力」有何預測力，以及「創造性人格特質」對「創造力」有何預測力。

本研究運用敘述統計分析、信效度分析、因素分析、相關分析，並以結構方程式 (Structural Equation Model, SEM) 進行模型分析。本研究結果顯示，學習環境之「物理環境」、「學習資源」和「社會構成」可以透過中介變項「做中悟」對創造力有間接的預測效果，表示舒適安全、設備完善、學習資源充足的校園環境，以及同儕之間良好的互動氛圍、積極的態度有助於學生在創作過程中突破作業問題，修正作品，來提升學生的創造力；學生在條件太完備的「物理環境」下進行創作，反而有礙於「做中悟」，因爲太優渥的環境、設備，學生不需要太多的思考如何突破環境的限制，只用現有的資源、工具進行創作，無法達到創新的境界；「正向情緒」較能透過「促發動機」層面影響創造力，而「負向情緒」較能透過「做中悟」層面影響創造力；「自我效能」透過「促發動機」和「做中悟」對創造力有相當高的影響力，在設計任務當中扮演非常重要的角色；「生産性認知」能透過「促發動機」和「做中悟」影響創造力，是學習心理相當重要的基礎影響因素；學習心理會影響個人對任務的想像，有助於提高個人内在動機，但學習環境會影響「做中悟」，在「促發動機」和「做中悟」的交互作用下，激發出團隊創造力；創造性人格特質對創造力具有高度的預測力，無論正向創造性人格特質或負向創造性人格特質，都會影響創造力，其中正向創造性人格特質又遠比負向創造性人格特質有更高的影響力。

The emergence of cloud computing in 2011 caused a revolutionary change in digital technology, driving the development of digital content industry. The change has also gradually driven domestic traditional industries shifting towards cloud computing to meet the huge and ever-changing market needs. This has led to an urgent need for design talents in different fields. However, the design talents produced by the universities are unable to meet the industries. Hence, the creation and application of knowledge has become a common objective of education and industry; and cultivating creativity of students is to enhance their competitiveness for the future. The following thesis is a preliminary exploratory research that studied the university students who are taking relevant courses in multimedia design as the population to explore the association of relevancy, influences, and effects of the learning environment, psychology of learning and personality traits with their creativity.

This research adopted quantitative research, collecting samples through questionnaires, establishing five dimensions of the scale related to the learning environment and six dimensions of the scale related to psychological learning factors based on literature. It also explored the predictive power on creativity through the two mediating effects (facilitative motivation and inspiration through action), and also the predictive power on creative personality traits.

This research applied statistical analysis, reliability analysis and validity analysis, factor analysis, and correlation analysis; structural equation model was used to analyze models in the research. The study shows that physical environment, learning resource and constructed environment of learning environment can indirectly influence creativity through the learning factors of inspiration through action, while learning environment indirectly has the predictive effects on creativity through the mediation of inspiration through action. It also indicates that a safe and comfort, well-equipped and well-learning resourced campus environment, having good peer- relationships, and a positive attitude help students make a breakthrough in their creation process, rectify their works, and enhance their creativity. However, working in a perfectly well-equipped physical environment hampers their creation against the inspiration through action. Because students do not need to think much to break through environmental constraints when the nicest environment and first-rate facilities are provided. They will only utilize existing resource and tools to create their works; and this will contribute to the lack of innovation. Positive emotion sensibility tends to influence creativity through facilitative motivation, whereas negative emotion tends to influence creativity through inspiration through action. Self-efficacy through facilitative motivation and inspiration through action possess considerable influence over creativity, playing a significant role in design tasks. Generative cognition will influence creativity through facilitative motivation and inspiration through action; it is also an important basic impact factor on psychological learning. Psychology of learning will affect the imagination of individual design task and help to improve intrinsic motivation, however learning environment will affect inspiration through action, the interation of facilitative motivation and inspiration through action will help to stimulate team creativity. Creative personality trait contains substantial prediction on creativity; no matter positive or negative, it will affect creativity. Especially positive creative personality trait has a greater influence on creativity than the negative.

目錄
第壹章 緒論.............1
第一節、研究背景..........1
第二節、研究動機..........2
第三節、研究目的..........3
第四節、研究方法簡述.......4
第五節、研究貢獻..........4
第貳章 文獻探討..........5
第一節、數位媒體設計.......5
第二節、創造力............9
第三節、人格特質與創造力....24
第四節、學習環境與創造力....31
第五節、學習心理與創造力....45
第叁章 研究方法...........54
第一節、研究設計..........54
第二節、研究對象與抽樣方法..60
第三節、研究工具..........60
第四節、資料處理與分析.....66
第五節、各量表信度分析.....67
第肆章 資料分析與結果.....72
第一節、樣本描述..........72
第二節、探索性因素分析.....73
第三節、驗證性因素分析與相關分析.79
第四節、結構方程式........82
第伍章 結論與建議........92
第一節、摘要..............92
第二節、討論..............93
第三節、研究建議與限制......99
參考文獻.................101
附錄1...................117

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