本研究旨在探究雲端行動學習對於學習動機及創意表現之影響，除分析雲端行動學習對於學習動機、創意表現，以及學習動機對創意表現之個別影響，亦探討學習動機在雲端行動學習與創意表現之間扮演的中介角色，並根據研究結果研提相關建議。
研究採準實驗設計，以台北市某國立大學的兩個班級，共123位學生做為研究對象，進行十週的教學實驗，依據教學策略隨機分派為實驗組與控制組，實驗組進行雲端行動學習，控制組進行傳統電腦教學，實驗過程蒐集學生電腦影像處理作品、創作構想表資料，以及電腦影像處理課程學習動機量表前後測資料，進行單因子共變數與多元迴歸分析。
研究結果如下：(1)使用雲端行動學習的實驗組學生之「學習動機」顯著優於控制組，且學習動機的提升效果集中於「降低測試焦慮」；(2)實驗組學生在創意表現的三個子構面─「創意行為」、「創意歷程」、「創意結果」之表現皆顯著優於控制組；(3)高學習動機者在創意表現的三個子構面─「創意行為」、「創意歷程」、「創意結果」之表現皆顯著優於低學習動機者；以及(4)學習動機在雲端行動學習對創意表現之影響具有部分中介效果。

This study was conducted to explore the effects of cloud-based m-learning on students’ motivation and creative performance in computer illustration course. Variables of motivation, creative behavior, creative process and creative product were conducted to understand the situations, differences, and the predictive power cloud-based m-learning had in creative performance.
A nonequivalent pretest–posttest design was adopted, and 123 university students from Taipei City, Taiwan,were recruited as research participants in the study during 10-weeks experiment. They were asked to complete a motivation questionnaire. Creative concept form and students’ illustraion work were also collected for statistics analysing.
Through the descriptive statistics, one-way ANCOVA, and multiple linear regression analysis, the findings are as follows: (1)cloud-based m-learning had a positive effect on students’ motivation in computer illustration course; (2) cloud-based m-learning had a positive effect on creative performance in computer illustration course; (3) students with higher motivation performed better on creative performance, and(4) motivation could partially mediate cloud-based m-learning and creative performance.

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