The dynamics of motivation and learning strategy in a creativity-supporting learning environment in higher education

在創意學習的環境,學生能發揮創意,創造未來. 

ABSTRACT 

The purpose of the study was to model the processes involved in the development of creativity and discuss how motivation and teaching strategies figure into a creativity-supportive learning environment. The subjects included 28 college students enrolled in an Introduction to Instructional Media course. A questionnaire and interviews were used for the collection of data. Over the course of the semester, the students were tasked with making a “creative multimedia video website”. The results of the study reveal that the motivation of students in areas such as task value and self-efficacy were enhanced by this exercise. Moreover, this study developed effective strategies for the promotion of creativity and the enhancement of high-level meta-cognitive processes.

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項目	內容摘要	翻譯
研究目的	To explore how motivation and learning strategies evolve in a creativity-supporting learning environment for higher education students.	探討在支持創意的學習環境中，大學生的學習動機與策略如何發展與變化。
研究問題	1. What are the changes in learner motivation and creative learning strategies over time?2. How do these factors evolve throughout a semester?	1. 學生的學習動機與創意學習策略隨時間的變化如何？2. 這些因素如何在一學期內發展？
研究方法	- Participants: 28 college students (39% graduate, 61% undergraduate).- Instruments: Motivated Strategies for Learning Questionnaire (MSLQ), interviews.- Course: Creative multimedia video projects.	- 參與者：28位大學生（39%研究生，61%本科生）。- 工具：學習動機策略問卷（MSLQ）、訪談。- 課程：創意多媒體影片專案製作。
主要結果	1. Task value and self-efficacy significantly improved over the semester.2. Students developed higher-order metacognitive strategies like self-regulation.3. Intrinsic goal orientation showed no significant change.	1. 學生的任務價值感與自我效能在學期中顯著提升。2. 學生發展出更高層次的後設認知策略，例如自我調節。3. 內在目標導向未顯著變化。
學生回饋	Students valued the creative process and appreciated the open-ended tasks, which allowed them to express themselves freely and receive feedback from peers.	學生重視創意過程，並認為開放式任務讓他們能自由表達，且能從同儕回饋中獲益。
研究限制	- Small sample size.- Limited to a single institution.- Dependence on self-reported data.	- 樣本數量較少。- 限於單一機構研究。- 依賴自我報告數據。
未來研究方向	1. Explore the role of intrinsic motivation in creative learning environments.2. Conduct longitudinal studies to understand long-term impacts.3. Investigate cross-disciplinary applications.	1. 探討內在動機在創意學習環境中的角色。2. 進行縱向研究以了解長期影響。3. 研究跨學科應用。

Cite Article

Liu, E.Z.-F., Lin, C.-H., Jian, P.-H., & Liou, P.-Y. (2012). The dynamics of motivation and learning strategy in a creativity-supporting learning environment in higher education. Turkish Online Journal of Educational Technology, 11 (1), pp. 172-180.
http://www.tojet.net/articles/v11i1/11116.pdf

Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy

 利用桌遊學中文,可以讓學生在輕鬆無壓力的環境下,增進中文寫作能力.

Abstract

This study investigated the effect of educational board games and the creative thinking spiral teaching strategy (CTSTS) on the learning outcomes of beginner-level Chinese language learners. Two dimensions were measured: learning outcome and writing ability. A total of 82 learners from one university in Taiwan participated in this study. Participants were non-randomly selected using convenience sampling. The participants were divided into the control group (40 participants) and experimental group (42 participants). In the control group, the teacher used the board game “Conveyance GO” as a teaching tool; in the experimental group, both Conveyance GO and CTSTS were used to teach the Chinese language. The results indicate no significant difference in learning outcomes between the groups. However, the experimental group exhibited a significantly larger improvement in writing abilities than did the control group, especially in terms of cohesion, coherence, and grammatical accuracy.

項目	內容摘要	翻譯
研究目的	To investigate the effects of educational board games and the Creative Thinking Spiral Teaching Strategy (CTSTS) on the learning outcomes and writing ability of beginner-level Chinese language learners.	探討教育桌遊與創意思維螺旋教學策略（CTSTS）對初級中文學習者學習成效與寫作能力的影響。
研究問題	1. Does integrating CTSTS with board games improve learning outcomes?2. Does the combination enhance writing skills more effectively than board games alone?	1. 將CTSTS與桌遊結合是否能提升學習成效？2. 這種結合是否比單獨使用桌遊更有效地提升寫作技能？
研究方法	- Participants: 82 beginner-level learners divided into control (40) and experimental (42) groups.- Instruments: Learning outcome tests, writing assessments, and semi-structured interviews.- Duration: 3 weeks.	- 參與者：82名初級學習者，分為控制組（40人）與實驗組（42人）。- 工具：學習成果測驗、寫作評估與半結構化訪談。- 時長：3週。
主要結果	1. No significant differences in overall learning outcomes between groups.2. Significant improvement in writing ability, including cohesion, coherence, and grammatical accuracy, in the experimental group.	1. 各組學習成效整體無顯著差異。2. 實驗組在寫作能力（連貫性、條理性與語法正確性）方面有顯著提升。
學生回饋	- Board games promoted communication and confidence in speaking.- CTSTS encouraged deeper reflection and creativity in writing but was initially challenging due to vocabulary unfamiliarity.	- 桌遊促進溝通並提升口語自信。- CTSTS鼓勵更深入的反思與創意寫作，但因詞彙不熟悉最初有些困難。
研究限制	- Small sample size and limited focus on writing ability.- Short study duration limited the observation of long-term impacts.	- 樣本量較小且僅聚焦於寫作能力。- 研究時長較短，無法觀察長期影響。
未來研究方向	1. Investigate the effects of CTSTS on listening and reading skills.2. Explore the combination of CTSTS and board games in various language proficiency levels and cultural contexts.3. Conduct longitudinal studies.	1. 探討CTSTS對聽力與閱讀能力的影響。2. 探索CTSTS與桌遊在不同語言能力水平和文化背景中的結合效果。3. 開展縱向研究。

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Wen, J.-M., Do, H.-D., Liu, E. Z.-F., Lin, C.-H., & Huang, S. K. (2023). Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy. SAGE Open, 13(3). https://doi.org/10.1177/21582440231179710