在21世紀的現今，AI已逐漸取代純知識類型的輸出，而想像力與創造能力正是未來人類不可或缺的能力，對教育階段的學生來說更是重要。此外，近年來應用遊戲式教學的課程內容愈來愈多，在當前的教育環境中，卻少有研究專注於語言學習中想像力與創造能力的結合，檢視學生遊玩過程中的認知與情意處理。因此，此研究旨在探討使用線上APP遊戲「畢卡索的創作The Picasso’s Creation」與心流體驗、創造性自我效能與持續意圖、新奇性之影響。在研究程序上，採非隨機立意取樣，以桃園市某國中創造能力資優班之七八九年級學生為研究對象，以問卷方式對共計82名學生進行研究調查。本研究結果顯示：（1）在畢卡索遊戲中，參與者的想像力特質與情境想像心流體驗及故事串接心流體驗皆具有顯著正相關；（2）在畢卡索遊戲中，參與者的情境想像心流體驗及故事串接心流體驗與創造性自我效能具有顯著正相關；（3）在畢卡索遊戲中，參與者的創造性自我效能與持續意圖具有顯著正相關；（4）在畢卡索遊戲中，參與者的持續意圖與新奇性無相關。

In the 21st century, artificial intelligence has gradually replaced the output of pure knowledge. Imagination and creativity are indispensable abilities for future humans, and they are even more important for students in the education stage. In addition, in recent years, more and more courses have been applied to game-based teaching. In the current educational environment, there are few studies focusing on the combination of imagination and creativity in language learning. Therefore, this study aims to explore the impact of using the online APP game "The Picasso's Creation" on flow experience, creative self-efficacy and continuation intention, and to examine students' cognitive and affective processing during the game. In terms of research procedures, non-random purposive sampling was adopted, and students in grades 7, 8, and 9 in a creative gifted class in a junior high school in Taoyuan City were selected as the research subjects, and a total of 82 students were surveyed through questionnaires. Participants fill out the imagination trait questionnaire before playing the game. They fill in two questionnaires in stages during the game experience. After the game experience, they fill out another questionnaire for mutual evaluation and self-evaluation with peers. The results of this study indicate that: (1) In the Picasso game, participants' imaginative traits are significantly positively correlated with both situational imaginative flow experience and story connection flow experience; (2) In the Picasso game, participants' situational imaginative flow experience and story connection flow experience are significantly positively correlated with creative self-efficacy; (3) In the Picasso game, participants' creative self-efficacy is significantly positively correlated with their intention to continue; (4) In the Picasso game, participants' intention to continue is not correlated with the novelty.

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