本研究的目的為探討雲端行動學習及創意自我效能對創意表現影響之研究，為準實驗研究，採用不等組前後測的實驗設計，對象為台北市某國立大學大一修習運輸科技的學生，並經過隨機分派後分為實驗組與控制組，進行教學實驗。本研究以生活科技領域，水陸兩用車作為教學實驗的單元，依照雲端行動學習的使用與否分為實驗組與控制組進行教學實驗。在實驗開始前，本研究蒐集前一單元作業成績-太陽能車作為前測的成績，以排除學生的個體差異，實驗後水陸兩用車的成績作為後測分數，並以創意自我效能量表蒐集相關資料。在資料分析部分，本研究採用SPSS 20.0 for Windows進行單因子共變數分析以及SmartPls3.0進行結構模型的分析，並經過數據的分析後進行解釋。
本研究的主要結論以下：1.雲端行動學習透過其即時性、便利性和即時同步的功能對於創意歷程具有正向幫助；而Line Brush提供一個合適的繪製工具和分享途徑，並幫助想法的刺激和交流。2.雲端行動學習對於創意結果的新奇性以及精緻性具有正面影響；但在機能性的部分，礙於專業知識和技術無法透過雲端討論或是上網查資料補足，故須教師介入提供協助。3.創意歷程需要經過有系統的分析和處理問題，而研究結果顯示創意自我效能無法幫助學生組織、規劃並完成創意歷程的各個階段。4.創意自我效能無法有效增進創意結果，主要的原因可能是因為高創意自我效能具有或許能設計出好的設計圖，但卻缺乏於專業知識和技術，而導致無法順利製作作品。5.創意自我效能對於雲端行動學習與創意結果間具有負向調節效果，顯示高創意自我效能的學生，在團體創作的狀況下反而會抑制其表現。最後，本研究根據研究結果，提出實務上的教學以及後續研究的建議。

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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