在模擬情境設計歷程中，探討學生沈浸經驗對情緒與創造力的影響

Abstract

本研究旨在探索學生在模擬情境設計歷程中，其沈浸經驗、情緒與創造力的關係。本研究根據Csikszentmihalyi(1990,1996)的沈浸理論與區道模式，定義學生在情境設計歷程中的沈浸經驗。研究樣本為51位師資培育中心的大學生，進行為期七週的情境設計活動。使用經驗取樣法(ESM)回收學生的問卷資料，包含沈浸條件量表、沈浸分數量表與情緒狀態量表，並利用專家共識評量評估創造力。本研究的發現有五點：(1)學生因不同的「沈浸條件」而產生憂慮狀態、沈浸狀態或無聊狀態，三種狀態對「沈浸分數」有不同的影響。(2)學生在設計歷程中的「沈浸分數」對於「正向情緒」有正向的影響。(3)學生「沈浸分數」各構面對其「正向情緒」有不同的顯著影響。「沈浸後果(β=.818***) > 沈浸前提(β=.116***) > 沈浸中(β=.063)」(4)學生在設計歷程中的「沈浸分數」與其各構面對「創造力」沒有顯著影響。(5)進一步使用K平均數發現，可將學生分為五群，大多數學生沈浸狀態越好，創造力表現越好，其中一群沈浸狀態分數偏低的學生，創造力表現最佳。

The purpose of this study is to explore the relationship of students’ flow experiences, affects, and creativity in designing a simulation scenario. This study reports on research that uses Csikszentmihalyi’s flow theory and three-channel model to define students’ flow experiences in designing a simulation scenario for seven weeks. Participants were 51 students in Teacher Education program. The experience sampling method was employed to collect data including challenge-skill measure of flow, score measure of flow, measure of affects. In addition, consensual assessment was used to evaluate students’ creativity. This study concludes: (1) Because of different challenge-skill condition, students are in anxiety, flow or boredom state. Different states generate distinct differences to flow score; (2) students’ flow score have positive effect on positive affect; (3) flow score facets can generate distinct notable differences to positive affects (Flow-consequence > Flow-antecedent > Flow-experience); (4) flow score and its facets do not have notable effect on creativity; (5) students were allocated to five groups by K-Means. Most students have better creativity with higher flow score. Few students with lower flow score have the best creativity.