| Summary: | 碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 105 === The purpose of this study was to investigate the effects of cloud mobile learning on creative self-efficacy and student’s creative performances. A nonequivalent pretest-posttest quasi-experimental design was used in this research. The objects were 45 students selected from a public university and randomly assigned to the experimental group and the control group. A learning activity named Amphibious Mechanical Car was conducted in this teaching experiment. The experimental group was taught using cloud mobile learning, while the control group was taught using the traditional way. Solar Cars which was taught before experiment were also evaluated as the pre-test score, and the evaluation of the Amphibious Mechanical Car as the post-test score. Creative Self-Efficacy Scale was used to collect data of student’s creative self-efficacy. The SPSS 22.0 for Windows was used to proceed the one-way analysis of covariance (ANCOVA), and SmartPls3.0 was used to calculate the regression model.
The main results of this research were: 1. By the convenience and instantaneity, cloud mobile learning had a positive effect on student’s creative process; in addition, Line Brush provided an appropriate way for leaners to draw a design and share with their teammates. 2. Cloud mobile learning had positive effects on newness, elaborateness, but not having positive effects on function. The reason was the lack of the professional knowledge and skills which surfing the Internet or online discussion couldn’t compensate for. 3. Creative self-efficacy didn’t have positive effects on creative process, because learners should systematically analyze all the problems they faced and made the design to a practical plan in the creative process. However, creative self-efficacy can’t help learners to do this. 4. Creative self-efficacy didn’t have the positive effect of creative products. Although learners who had high creative self-efficacy may figure out great design, those design probably wouldn’t be adopted due to the lack of the professional knowledge and skills. 5. The relationship between cloud mobile learning and creative products was negatively moderated by creative self-efficacy. It showed that when learners with high creative self-efficacy used cloud mobile learning, their creative products would be restrained by the team activity. At last, recommendations and suggestions based on results of this research were posed for implementation of cloud mobile learning and future studies.
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