在遊戲設計情境中以思考風格探討創意守門人對兒童創造力的影響

Abstract

創造力的表現受到個體與學習環境（情境）交互作用的影響，因此能提供自主學習，具挑戰性的學習情境將有助於學習者創造力的表現。而本研究以電腦單機版的問題解決遊戲為環境，來探討學習者所展現個人創造力的情形。其中，本研究採「產品取向」評量個人創造力的表現，該產品為「遊戲關卡設計成品」，評量創造力表現的向度項目為設計流暢力、設計變通力、設計獨創力。 本研究採取Csikszentmihalyi之社會及文化脈絡取向的創造力理論－Systematic view of creativity為主要的研究理論基礎，探討創意守門人角色於遊戲領域中，有別於學科領域學門，其所扮演的角色。本研究是以「思考風格」為創意守門人角色的個別差異，探討其對於學習者的創造力表現所造成的影響。研究中，選定探索遊戲情境—「機械反斗城」為提昇學習者專注力的媒介，並激發學習者的創造力，進而賦予遊戲關卡設計任務。在前後兩次任務的設計歷程中，學習者經歷不同思考風格創意守門人的作品建議引導，進而探討守門人該角色在其間所造成的影響；最後，我們從中瞭解學習者於遊戲情境中，對不同思考風格創意守門人之建議在其心中的權威感。 本研究採實驗相關研究法，研究樣本為苗栗縣某校六年級學童（N=60），將其分為四組（對照組、行政型建議組、立法型建議組、司法型建議組），所有學童都經歷 8 個關卡（問題解決）的遊戲情境，激發其思考能力，進而設計出具創意的作品。在經歷遊戲前，以「新編創造思考測驗」來瞭解四組學童創造潛能無顯著差異。經歷遊戲後，進行「第一次遊戲設計任務」，以測量出四組學童第一次的創造力表現。經歷「不同思考風格創意守門人的建議引導」後，再進行「第二次遊戲設計任務」，以測量出四組學童第二次的創造力表現；完成第二次設計任務後，再以「權威感」量表瞭解隸屬立法型建議組、行政型建議組及司法型建議組學習者，於設計活動中對各類型守門人建議在其心中的權威感，最後探討各組學習者權威感分數與本身前後設計任務分數變化的相關性。 根據實驗結果分析發現： 一、不同思考風格創意守門人的作品建議類型對學習者前後設計任務之創造力各向度得分表現的影響： 設計流暢力： 對照組、司法型建議組無顯著差異；而立法型建議組、行政型建議組之前後設計任務分數表現皆達顯著差異。接受立法型建議的學習者，其設計流暢力後測分數明顯大於前測（立法型建議組：後測M：4.20＞前測M：3.27，t值為-3.761，p=.002）；接受行政型建議的學習者，其後測分數明顯也大於前測（行政型建議組：後測M：3.33＞前測M：2.40，t值為-4.525，p=.000）。

設計變通力： 各組（對照組、立法型建議組、行政型建議組、司法型建議組）學習者接受各類型的建議後，其設計變通力的前後設計任務分數比較皆無顯著差異。

設計獨創力： 對照組、行政型建議組、司法型建議組無顯著差異，而立法型建議組之前後設計任務分數表現達顯著差異。受立法型建議的學學習者其設計流暢力後測分數明顯大於前測（立法型建議組：後測M：3.58＞前測M：2.37，t值為-2.973，p=.010）。

二、隸屬於行政型建議組、立法型建議組、司法型建議組之學習者對不同思考風格創意守門人之建議類型（行政型建議、立法型建議、司法型建議）的心中權威感達顯著差異（F值4.50，p=0.17），經事後比較權威感得知：行政型建議＞司法型建議，立法型建議＞司法型建議，顯示行政型及立法型建議較受學習者認同，司法型建議則較不認同。

三、各組學習者對創意守門人建議之權威感與學習者前後設計任務表現變化的相關性： 行政型建議組：權威感分數與前後設計任務「設計流暢力」分數變化達顯著相關；其他兩向度則無顯著相關。 立法型建議組：權威感分數與前後設計任務及「設計獨創力」分數變化變化達顯著相關，其他兩向度則無顯著相關。 司法型建議組：權威感分數與各向度前後變化皆無顯著相關。

The interaction of individual and learning environment will bring students’ creativity. If teacher can afford the self-learning and challenging learning situation, they will help students inspire creativity. This research uses the problem-solving game to be an environment. And we can discuss learner’s creativity in this environment. This research adopted “product orientation “to evaluate the personal creativity and this way is “game episodes designing production”.To evaluate the creative performance’s elements are designing fluency, flexibility and originality. In the paper , we also adopted” Csikszentmihalyi’s Systematic View of Creativity Model”. We discussed the creative gatekeeper roles in the games and they are different from subjects areas and games. This research used the theme of “ Thinking Styles” creative gatekeepers and we wanted to find out the influence of creative gatekeepers with different thinking styles. We chose the exploration game situations, “Marchine-Rus”, as the medium to promote the students’ attention and to arouse their creativity. After students explore, we will give them a mission and it is designing game episodes. In the designing processes, the creative gatekeepers will suggest or guide the learners from their works, and further, the experimenter will discuss the influence of the creative gatekeepers.Finally, we will understand the learners’ authority feeling to the suggestion of the creative gatekeepers with different thinking style. This research is an experimental and corelational research method and the sample are the sixth grade students (N=60). We divide them into four groups. ( Control Group, Exective Suggestion Group, Legislative Suggestion Group and Judicial Suggestion Group) The game is a problem-solving game and all of the students can experience the game with eight situations. Before playing the game, the projector uses “New Creative Test” to comprehend the potentiality of those four groups’ creativity. We can find there is not any obviously difference to those four groups. After playing, we can measure the first creativity of the four groups in the “First Designing Mission” program.And then, through the guidance by the creative gatekeepers, we will give the students’ the “Second designing Mission” again. We still have to measure the second creativity of the four groups in the “Second designing Mission”. And then We can use the” Authority Feeling Scale” to see the authority in the creative gatekeepers from those three groups, the Executive Suggestion Group Students , the Legislative Suggestion Group Students and the Judicial Suggestion Group Students. Finally, we also want to explore the changes of the creative performance between the fist and the second designing mission.

According the experiment result, we can discover the followings:

1.Different thinking style creative gatekeepers’suggestions have the influence on their designing fluency score, designing flexibility score and designing originality score. In the designing fluency aspect, there are distinct notable differences between the Executive Suggestion Group and Legislative Suggestion Group. In the designing flexibility aspect, there are also not any differences between the fist designing mission and the second designing mission. In the designing originality aspect, there are distinct notable differences between the first and second designing mission in Legislative suggestion Group.

2.In the range of these three groups（Executive suggestion Group, Legislative suggestion Group and Judicial suggestion Group）, the creative gatekeepers’ authority in the learners’ mind have many differences clearly.

3.We can find out the correlation between the authority to the changes of deigning fluency, to the changes of deigning flexibility and to the changes of designing originality.The authority were felt by each group as the creative gatekeepers gave each group suggestions. The correlation are the followings: Executive Suggestion Group: The authority score is related to the changes of designing flexibility. Legislative Suggestion Group: The authority score is related to the changes of designing originality. Judicial Suggestion Group: there is not any correlation between to the changes of deigning fluency, deigning flexibility and designing originality.