The Influence of Technical High School Interior Design Students’ Spatial Ability on Creativity: Information Technology Acceptance as Mediator Variable

• Main Authors: CHEN, JIA-MIN, 陳家敏
• Other Authors: CHOU, CHUN-MEI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/86a347

碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 105 === The purpose of this study was to explore the influences of vocational high school interior design students’ spatial ability on the creativity, and to use information technology acceptance as mediator variable. Base on the research results, the concrete conclusions and suggestions are put forward as a reference of course planning for interior design teachers in vocational high school. The research is conducted by questionnaire survey, with the questionnaire designed by the author. The survey is conducted through purposive samples of 885 students from interior design department in vocational high school. The descriptive statistic, t-test, one-way ANOVA, Canonical Correlation, Pearson Correlation and Structural Equation Model were conducted to test each research question. The researcher obtained subsequent results after statistical analysis as follow: 1. Students’ “Spatial ability” had significant differences in students’ grade and department. Among all the indicators of spatial ability, the score of “Spatial organization of plane-dimensional transformation” was the highest, and “Spatial organization of object multi-direction graphics” was the lowest. 2. Students’ “Information technology acceptance” had significant differences in students’ grade and department. Among all the indicators of technology acceptance, the score of “Perceived ease of use” was the highest, and “Attitude toward using” was the lowest. 3. Students’ “Creativity” had significant differences in students’ gender, department and school attribute. Among all the indicators of creativity, the score of “Gregarious” was the highest, and “Positive” was the lowest. 4. Students’ “Spatial ability” affects “Information Technology acceptance”. 5. Students’ “Spatial ability” had low effect on “Creativity”. 6. Students’ “Information Technology acceptance” affects “Creativity”. 7. Students’ “Spatial ability” had low direct effect on their “Creativity”. “Information Technology acceptance” had an indirect influence on “Creativity ”. 8. “Spatial ability”, “Information Technology acceptance” and “Creativity” had a goodness of fit to the influential model and data. 9. The relationship between “Spatial ability” and “Creativity” is partially mediated by “Information Technology acceptance”.