The Combined Effects of Learning Environment and Personality Traits on Student Imagination

學習環境與人格特質對學生想像力的綜合影響

陳聖智(Sheng-Chih Chen) ； 黃英修(Ying-Hsiu Huang) ； 梁朝雲(Chao-Yun Liang)

《教學科技與媒體》 102期 (2012/12) Pp. 2-18

摘要

本研究目的在分析學習環境與人格特質對教育科技學生想像力的綜合影響，並驗證以校系文化特質做為中介變項的效果。本研究結果顯示，想像力具有十項能力指標，學習環境可區分為五大因素。本研究—以文化特質做為中介變項—的假設獲得部份支持。結構方程分析顯示，多數人格特質變項都對學生想像力具有直接預測效果，而多數學習環境變項則對學生想像力具有間接的預測效果。本研究結果驗證學習環境與人格特質都會對教育科技學生的想像力產生影響，善加經營與應用將可激發學生的創造性想像與再造性想像。本文於資料分析與討論後提出實務與研究建議，研究限制亦有所說明。

關鍵字

教育科技 ； 文化特質 ； 想像力 ； 學習環境 ； 人格特質

並列摘要

The purpose of the current study was to analyze the combined effects of both personality traits and learning environment on university student imagination of educational technology major, and to test the mediating effect resulted from the variable of human aggregate. The results of this study supported that imaginative capabilities were consisted of ten characteristics, and the influences of learning environment were composed of five indicators. The hypothesis of this study-that human aggregate plays a mediator in imagination-stimulation-was partially supported. The structural model also showed that most personality traits had direct effects on imagination, while most environmental variables had indirect effects. Our results highlighted the importance of understanding both the individual personality and learning environment for the educational technology students, so that optimal levels of reproductive imagination and creative imagination could ultimately be elicited.

並列關鍵字

Educational technology ； Human aggregate ； Imagination ； Learning environment ； Personality traits

參考文獻

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